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Building a Successful Football Program

Presented in Partial Fulfillment of Requirements For the Degree of

Masters of Coaching and Athletic Administration In

Exercise and Sport Science

by

William Fly

Concordia University-Irvine

________________ Graduate Advisor

________ Approval Date

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Table of Contents

Chapter Page

Acknowledgements PREFACE

I. Statement of Purpose 4

II. Philosophy of Coaching 6

III. Research Methods and Analysis 11

IV. Ethics and Sportsmanship 20

V. Legal Aspects and Considerations 27

VI. Program Development 29

VII. Strength and Conditioning Program 40

VIII. Sport Technologies 61

IX. Closing Statement 63

Appendices

A. Current Resume 64

B. Course Descriptions 68

C. References 70

D. Three Letters of Recommendation 72

E. Risk Management Plan 76

F. Fourteen Legal Duties 93

G. Complete Strength and Conditioning Program 98

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Acknowledgements

First and foremost, I would like to thank my parents for raising me and teaching

me how to treat others that I come in contact with on a daily basis. My parents and

surrounding family have been very supportive throughout my athletic career, whether it

was as a player or now as a coach. I would like to thank every coach that I have the

privilege of working with or playing for. A deep thank you goes to Paul Hoggard and my

Richmond Raider Football family for all the support and guidance they have provided to

me as a young coach. They gave me my first opportunity to coach and gave me the

opportunity to learn from one of the best football programs in the state of North Carolina.

The following individuals I cannot thank enough for all of their help and assistance

throughout the course of this MCAA program:

Dr. Dan Burch, MCAA 550 Research Methods and Analysis

Vince Brown, MCAA 540 Sport Technologies Eric Woodbury, MCAA 580 Legal Aspect of Sport Dr. Ron Nocetti, MCAA 510 Principles of Coaching and Leadership Edward Begany, MCAA 585 Strength, Speed and Conditioning Coach Campbell, MCAA 574 Advanced Theory & Strategy for Coaching Football

Mark A. Davis, MCAA 530 Ethics and Sport John Curtis, MCAA 561 Athletic Finance

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Chapter I

Statement of Purpose

This portfolio provides a comprehensive year round guide for developing and

maintaining a successful and efficient high school football program. To become

successful, a program must have a positive and nurturing environment that will

encourage student-athletes to grow in all facets of life. This portfolio will go into detail

the steps that must take place in order to try and develop a successful and rewarding high

school football program. Each chapter within this portfolio will provide valuable pieces

of the puzzle that are needed to build the foundation a football program for years to

come.

I have been very fortunate to have seen the gamut of possibilities of what a

football program can be. As a player, I have been apart of building a high school football

program from scratch and have had the chance to watch it become successful. I have also

had the luxury of playing Division III football and seen what it takes to play collegiately.

When my playing days where over, I have had the honor and privilege of coaching at one

of North Carolina’s most successful high school football programs. Through all of these

experiences, I have learned the importance of having coaches that are competent,

trustworthy, and that have a deep desire to help young people grow and develop into all

that they can be. On top of these qualities, coaches must have a philosophy based on

work ethic, good established morals, and a united vision of achievement for the football

program. In Chapter II, there is my personal coaching philosophy and style explained in

great detail. In Chapter III, there is research study that examines the importance of

incorporating Olympic Weightlifting methods and techniques to develop speed, power,

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and strength in high school student athletes. Chapter IV details an ethical dilemma that

many coaches may face through their career and how to properly handle this dilemma. In

Chapter V, it goes over the legal aspects and considerations in sport that coaches must be

aware of. Chapter V also includes the legal duties that coaches are expected to fulfill.

Chapter VI details the program development that is required to build and maintain a

successful high school football program. Chapter VII discusses issues that are facing

today’s coaches. Chapter VIII gives an example of how technology can be used in sport

and how it has impacted the world of sports.

This portfolio outlines the core components that are need to establish and develop

a successful high school football program. These chapters and components are based on

my own research and experiences of being a player and now a coach. The attached

appendices include letters of recommendations for your consideration and a resume

listing all of my qualifications. There is also a risk management plan for an example

program and a list of legal duties a coach must fulfill. The reader of this portfolio will be

able to see a complete list of courses required to complete the Master’s Degree of

Coaching and Athletic Administration program.

 

 

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Chapter II

Philosophy of Coaching

Mission:

As a part of the educational institution, we will provide opportunities for young men to be

developed into well-disciplined student-athletes who strive for educational and athletic

excellence.

Being a part of the school community, it is important that we provide young men

with unique opportunities for success. With the changing of educational testing

standards and expectations, we want to provide support to young men in accomplishing

these standards and expectations. By providing an environment of excellence, student

will be able to flourish academically and go above and beyond the academic standards set

forth by the state or institution. With this environment of excellence, it will carry over

into the football field. The same work ethic that it used for excellence in academics will

be used towards excellence in football. We will strive for our athletes to the very best

they can possibly be at their given position. We will be relentless in our pursuit of

excellence each and every day. The football program will set the tone of excellence in

the school or institution so that other programs and factions may follow.

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Vision:

The football program will serve as a model of excellence not only in the school, but also

in the entire state.

In all that we do, we will strive for excellence in all that we do. Football players

will be the best students in the classroom just like they strive to be the best football player

on the football field. They will excel in all areas of academics. Our coaches will the best

teachers in the building and in the system. They will lead the county and state in

evaluation results and recorded test scores. By creating a culture of excellence, it will be

contagious among every one in the school. Others can look to the football program to see

what excellence is and how to get there.

Guiding Principles and Values

In pursuit of this vision of excellence, there are eight guiding principles and

values that we will stand by as a program. There are as follows;

1. Choices

Our players will be held accountable to the choices they make. They will realize

that their choices will affect the culture of excellence either positively or negatively.

Positive choices will result in continuing success in the classroom and on the football

field. Negative choices will result in a decline grades, a decline in athletic performance

and production, and a decline in moral. These choices not only affect themselves, but it

will affect their team as well.

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2. Attitude

Our culture of excellence will be carried appropriately by the attitude that we use

in our day-to-day interactions with our self and others. If we have a positive attitude

towards academics and athletics, it is easy to try and excel in these areas. They will have

the motivation to purse this idea of excellence in both athletics and academics and will

want to be the best that they can be.

3. Partnership

We will partner with the school in the pursuit of excellence. We will align the

mission of the school with our mission as a program. Being that football is one of the

money sports in an institution, we are often the face of an institution. Being the face of

the school, we will carry our program and name with pride in everything that we do.

4. Gratitude

We will always know the history and the legacy of our school and our program.

We will know where we started and where we came from. We will be grateful to those

that came before us. We will play in honor of those that helped lay the foundation that

we are fortunate to build upon. We will play this game with the knowledge that this is

the greatest game in the world and we are privileged to have the great opportunity to play

this game. We will play for those that make it financially possible for us to play the sport

we love.

5. Team

We will understand that to obtain our vision of excellence, we must work as a

team. The old adage goes that “there is no I in t.e.a.m”. This could not me any more true

than it is now. It is hard to win games and be successful when working by yourself. We

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will understand that football is a true team sport. That it is eleven men working together

as one living and breathing entity in pursuit of this vision of excellence.

6. Passion

To ensure that we reach our vision of excellence, we have to be passionate about

everything that we do. We must have that passion to be the very best. We must have the

passion to get up everyday and be relentless to get better at something. We will never be

satisfied at where we are at as a program or as a school. We will always strive for higher

and higher expectations.

7. Preparation

We may not be the most athletically gifted team in the state, but we will be the

most prepared team on the field. Our athletes will understand that preparation is

everything. We cannot just get by on talent and ability alone. We will study our

opponent just like we will study the material for an exam or test. Our athletes will know

how to handle any situation that may occur in a game because they have seen it in

simulation in practice.

8. Empowerment

As a part of the overall school and student body, we will empower those around

us with our vision of excellence. We will make it a contagious habit where it is the cool

thing to do. We will empower our community around us. We will empower every single

person that has ever cared about our program.

Leadership Style

As a coach, I believe that my coaching style is cooperative. Although I am the

leader of the people under me, for them to feel apart of the program, they have to have

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some sort of a say in the operations of the program. If players feel that they are apart of

the program, they will take more pride in what goes on. They will want to continue to

purse this mission of excellence to see their program become a successful one. My

athletes will not only be taught the fundamentals of their position and their side of the

ball, but they will be taught life lessons so that they can continue their pursuit of

excellence after life on the football field.

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Chapter III

Research Methods and Analysis

Through out the history of athletics, man and woman have always looked for the

best way to become faster, stronger, and quicker. As the years have passed, the methods

and ideas have changed. However, the pursuit for strength and power has never ended.

And with technology continuing to advance each and everyday, the tools that can be used

to reach this goal are becoming limitless. With more advanced ways of research comes

different viewpoints on how to improve the strength, power and speed of our student

athletes.

There are two popular ways that strength coaches and coaches that run strength

programs view how to develop strength, speed, and power. Some coaches argue that

traditional strength training and lifting is best to promote and enhance strength, speed and

power in their athletes. Through lifts such as back squats, bench press, and deadlifts,

these coaches believe that these lifts are a true test of power and strength in student-

athletes. There are other coaches that would argue that Olympic weightlifting and

training principles can be used towards the progress of an athlete’s power and strength.

Through Olympic lifts such as snatches, power cleans, and clean and jerks, believers of

Olympic lifts see that these lifts directly translate to the field of play.

Although these two methods of building strength and power are not wrong, there

are those that believe and favor one over the other. Some even combine principles from

both to formulate their strength programs. For the purpose of this research project, one

will be analyzing these methods individually. The purpose of this research project is to

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answer the following question: Is Olympic weightlifting more effective in developing

speed, power, and strength in athletes than traditional weightlifting?

Review of the Literature

Before one goes into comparing and contrasting Olympic weightlifting and

traditional weightlifting, one must understand what Olympic weightlifting is. In Olympic

weightlifting, participants perform two lifts. These lifts are the clean and jerk and the

snatch. As stated by Hansen (2006), the clean and jerk requires one to lift a barbell from

the floor to one’s shoulders and then overhead in two movements. The snatch requires

one to lift the barbell from the floor straight overhead in one movement. In order to

accomplish these movements, athletes must incorporate every muscle in their body to

perform the lift. Athletes can develop significant core strength and stability when

performing these lifts over time. It also allows athletes to improve their posture, to

enhance their body’s muscle firing patterns and to enhance leverage. These lifts allow

athletes to develop coordination and muscle control that are significant for their roles on

the field of play.

As one analyzes the effectiveness of Olympic weightlifting and traditional

weightlifting, one of the most practical sports to look at is the sport of football.

Researchers at the College of New Jersey analyzed just that in their study Comparison of

Olympic vs. Traditional Power Lifting Training Programs in Football Players (2004).

Hoffman, Cooper, Wendell, and Kang compared and analyzed Olympic and traditional

lifting training programs and principles in football players. In this study, they studied

twenty football players of a Division III institution and assigned them into either an

Olympic lifting group or a power-lifting group. These football players where then

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matched by position and trained four days a week for 15 weeks. As a part of the study,

the football players were tested and evaluated on their one-rep squat, one-rep bench

press, 40-yard sprint, pro agility, vertical jump height and vertical jump power.

As a result of the study, the researchers observed that there were no significant

differences in pre and post testing in the football player’s one-rep max in the bench press,

40-yard sprint, pro agility, vertical jump, or in vertical jump power. There was a

significant improvement in the one-rep max of the player’s squat in both the Olympic

lifting and powerlifting group. In further analyzing the data, researches observed that

players in the Olympic weightlifting group significantly improved their vertical jump

more than those in the power weightlifting group. Football players in the Olympic

weightlifting group also saw improvements to their 40-yard sprint times 175% greater

than those players in the powerlifting group. According to this study done by Hoffman,

Cooper, Wendell, and Kang (2004), it can be seen that Olympic weight lifting can

provide athletes with a significant advantage over traditional weightlifting in terms of

their vertical jump performance.

On the topic of vertical jump, Channell and Barfield (2008) also conducted a

study analyzing the effect of Olympic and traditional training on vertical jump

improvement in high school aged boys. As with the study on the Division III athletes,

these high school boys were put into an Olympic training group and a power-training

group. Once in groups, these male athletes were evaluated on vertical jump improvement

after an eight-week group-specific training cycle. As a result of this eight week training

cycle, Channell (2008) stated that athletes in the Olympic group had a mean vertical jump

improvement of 2.6 inches while athletes in the traditional group had a mean vertical

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jump improvement of 1.1 inches. In a similar study, Tricoli (2005) of the University of

Sao Paulo conducted a study that analyzed the difference that Olympic weightlifting

programs and vertical jump training programs in terms of the short terms effects on an

athlete’s lower body power. In the study done by Tricoli (2005), it was found that

Olympic training improved the 10 meter sprint speed, the squat jump, countermovement

jump, and the half squat in its test subjects. In a similar study done by Arabatzi and

Kellis (2012), it was found that Olympic training improved an athlete’s overall jump

performance more than traditional weightlifting techniques.

In looking at these studies on athletic performance, with vertical jump to be

specific, it is evident that Olympic lifts provide athletes a chance to have meaningful

improvement towards their vertical jump. Olympic lifts also allow athletes to practice

and facilitate the power and force needed to generate productive vertical jump results.

Although traditional movements are powerful in themselves, Olympic lifting provides

athletes the total body explosion that is critical in generating the power to jump.

Methodology

Terms and Assumptions

For the purpose of this study, several terms are needed to be understood to ensure

the information can be conveyed properly and correctly. This study is analyzing the

effectiveness of Olympic weightlifting and traditional weightlifting in terms of

developing speed, power, and strength. Olympic weightlifting is comprised of two lifts.

These lifts are the clean and jerk and the snatch. The clean and jerk is defined as a

movement in which the individual lifts a barbell from the floor to their shoulders and then

overhead in two separate movements. The snatch is defined as a movement in which the

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individual lifts a barbell from the floor straight overhead in a singular movement. For the

purposes of this study, traditional weightlifting will comprise of the bench press, the back

squat, and the deadlift.

Population and Sample

The population that will be analyzed will be high school aged football players.

This is characterized as boys between the ages of 14-18 that participate in organized high

school football at their high school. In terms of the sample size for the study, it will be

comprised of 32 male football players from the Richmond Senior High School Football

Team. These players will be randomly selected from the team to ensure that sample is

valid and unable to skew the results. For these selected football players, they should have

spent the past two months undergoing no weight training or strength training. However,

all of the selected players and all players in the program have previous experience in

weight training and Olympic movements. The nutritional intake for these players will not

be controlled and players will be asked to maintain and continue their normal diet during

the study. To ensure the validity of the study, players that consume any type of

nutritional supplement will be excluded and not eligible for the study. This will be

determined through questionnaire where players will be asked if they take any nutritional

supplements and the types of supplements if they do take any.

Research Design

For this study of Olympic Weightlifting vs. Traditional Weightlifting, an

experimental design will be use. In this experimental design, there will be a pre

assessment of the player’s results and a post assessment of the player’s results as a result

of a particular treatment, Olympic weightlifting or traditional weightlifting.

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Data

The data that will be collected will be the pre-assessment and post-assessment

results of the selected players on the squat jump, the pro agility run test, the 10-meter run

test, the power clean and jerk test, and the back squat test.

Data Collection

The players will be measured over 3 five-week micro cycles where players will be

placed into three different groups. There will be an Olympic Weightlifting group, a

traditional lifting group, and a control group. All players will be tested on the squat

jump, pro agility run, power clean and jerk, and the back squat. The first micro cycle will

have all the groups performing the same workout with the same workloads. At the

second and third micro cycle, the groups will begin their group specific workouts. The

control group will only be pre-tested and post tested. They will carry on with their

normal physical activity routine.

The data that will need to be collected will be the pre-assessment data of the

players’ results from their squat jump test, pro agility run test, power clean and jerk test,

and back squat test. This data will be collected as a result of individual testing of the

specific athletes. Once the pre assessment data is collected, it will be logged and saved

into a computer spreadsheet for later use. At the end of the study, the post assessment

data of the player’s results will be collected. The same test will be performed for the

posttest. Once the posttest data is collected, it will be inserted into a spreadsheet to be

analyzed with the pre test data.

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Instruments

The instruments needed to collect the data will be varied for the individual test.

For the squat jump test, a vertical jump measurement system will be use to measure the

height the player is able to jump. For the pro agility run test, a stopwatch will be used to

measure the time of the player’s performance on the test. For the power clean and jerk

test, players will be measured visually by the evaluator on the weight they are able to lift.

For the back squat test, players will be measured visually by the evaluator on the weight

they are able to lift.

Reliability and Validity of the Instruments

When it comes to the reliability the instruments used, the equipment and tools will

be examined for correct operation to ensure that they work how they are designed and

intended to work. Any faulty instruments or equipment will be replaced with proper

tools need to assess the players. When it comes to the validity of the instruments, the

evaluators will all be instructed and trained on how to use the devices, what to look for on

a successful lift, and how to properly measure using the instruments. Evaluators will also

be instructed on how to fix or deal with any complications they may come up during

testing. With these precautions, one can ensure that the study and the tests have face

validity and content validity.

Reliability and Validity of the Methodology

When it comes to the reliability of the methodology, there will be step-by-step

instructions to ensure that the test can be done over and over again. There will be

diagrams that explain how to set up a particular test and how it is intended to be

measured. The test that was selected is test that is common in strength and conditioning

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at both the high school and college level. In terms of the validity of the methodology, we

are able to ensure that the methodology has both face and content validity in the way the

instructions are detailed for the read and how the diagrams are set up for future use.

Data Analysis

Once the data has been collected, the pre and post assessment data will be

analyzed for each of the three groups. From the pre-assessment data, a mean score will

be established for each group tested. From the post-assessment data, a mean score will

be established from each group test. The data and the mean scores will then be used to

look at the effect of the particular program that was used in that group.

Anticipated Findings

Although this study has yet to be conducted, one can anticipate what data and

results the study will bring. As a result of this study, one can anticipate that the data will

reflect that Olympic Weightlifting styles and methods are more effective in developing

speed, power, and strength in athletes than traditional methods and styles of weightlifting.

Due to the total body movements associated in Olympic Weightlifting, it requires a great

deal of coordination and power to get the bar from the floor to the rack position or

overhead in one or two very quick movements. These quick movements requires fast bar

movement, which can then be translated to overall speed. Although traditional methods

of weightlifting do require great power and strength, these movements are very slow and

controlled, not requiring overall body explosion. The movements in Olympic

weightlifting have direct carry over to what an athlete does on the field or court of play.

At the conclusion of the study, it would be safe to predict that the findings would produce

valid data and that others could replicate the data and result.

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Professional Implications

As a conclusion of this study, Olympic Weightlifting will be proved as the most

effective way of developing power, strength, and speed in athletes. Through the data that

will be collected as a result of the study, it will be shown that the athlete’s squat jump,

pro agility run, power clean and jerk, and the back squat will improve more substantially

with an Olympic weightlifting program than with a traditional weight program. Olympic

Weightlifting provides more powerful and more total body movements, which directly

affect athletes’ power, strength, and speed. As a result of this study being conducted,

hopefully other high school and college athletic programs will see the benefits of adding

and further implementing Olympic Weightlifting styles and methods as a part of their

strength and conditioning program. Olympic Weightlifting along with traditional

practices can help athletes achieve more on the field of play and can create more overall

powerful, strong, and fast athletes.

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Chapter IV

Ethics and Sportsmanship

There is a need for ethics and sportsmanship in athletic competition. It is evident

that society places great value on competition and those who coach and play serve as role

models for those who aspire to be athletes themselves. However, today athletics, athletes,

and athletic competition fail to consistently provide examples of ethical behavior and

good sportsmanship.

With the social pressures of athletes to do well and to be the best they can be, a lot

of these athletes turn to the use of drugs to either enhance their performance or to simply

get away from those pressures that athletics may bring to them. Because of this,

administrators and coaches have implemented drug testing of all kinds to supposedly

keep their athletes safe. This is done with the use of random drug test. “Random

Student Drug Testing is intended to be part of a comprehensive school-based prevention

program that commonly includes written substance use policies, student assistance

programs, student and faculty education, parent involvement and community support.

RSDT should not be a stand-alone prevention strategy, but should reinforce other

components of a school’s substance abuse prevention initiatives” (DuPont, 2012, p. 839).

As stated by Lumpkin, Stoll, and Beller (2004), “Drug testing gives college coaches

greater control over their athletes and helps deter drug-abuse situations that can lead to

bad publicity for a college”(p. 214). Even when there are drug tests in place to keep

athletes safe, there are some coaches and administrators that will do what ever they can to

ensure that their star player is on the field of play no matter what.

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Ethical Dilemma

An example of an ethical dilemma took place when an athletic director, Coach

Mabe, told his son, a star football player on the playoff bound football team, when the

drug test were through out the season so that his son would not test positive for a

substance and thus would not be kick off or suspended off the football team. Being the

athletic director, Coach Mabe was in charge of the random drug test that was being

conducted by the school. In accordance with the policy, a computer would pick athletes

at random from each sport to be subject to a random drug test. If the coaches and school

administrators were suspicious of a particular athlete, then that athlete would be tested as

well.

Over the course of two years, the player in question was picked randomly twice.

With Coach Mabe knowing who was and wasn’t picked, he was able to tell his son to

detox so that he would not test positive for the substance in question. During his senior

year, it was obvious to school administration and coaches that this player was taking part

in recreational drug use. In accordance with the school policy, head football coach asked

to have him drug tested. Coach Mabe found out and told his son before hand so that his

son would not test positive. Not only did Coach Mabe tell his son of when the drug test

were, but he would also tell other star athletes when the drug test were so that they could

detox properly and not test positive.

Options and Choices for Those Directly

There are options and choices for behavior and actions that may be taken by those

directly involved in the dilemma. The individuals or groups directly involved include

Coach Mabe, his son, the other players that were told when the drug testing was to occur,

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and the head football coach. Coach Mabe could have been loyal and honest for the

school he worked for and could not disclose the dates of the drug test. He could have

sought help for his son that was on drugs so that he would not test positive and so that he

would be healthier overall. His son could have decided not to do drugs in the first place

knowing that his playing status on the team would be in jeopardy. The other players

involved could have made the same choice. They could have decided not to do drugs in

the first place knowing that their playing status on the team would be in jeopardy. The

head football coach could have gotten authorities involved to ensure that there would be

no cover up of the drug test and that those chosen randomly or by selection would be

tested accordingly.

Options and Choices for Those Indirectly Involved

There are options and choices for behavior and actions that can be taken by those

indirectly involved in the dilemma. The individuals or groups indirectly involved include

Coach Mabe’s wife, the rest of the team, and the rest of the coaches and administration.

Coach Mabe’s wife could have reported the injustices done by her husband so that their

son would not be guarded from a drug test. The rest of the team could have reported the

player’s behavior to the coaches that would alarm them that something was going on with

drugs and substance abuse. The other coaches and administration could have confronted

Coach Mabe to stop his cover up and to let those players be drug tested.

Social, Emotional, Physical, Academic and Spiritual Considerations

This dilemma may be analyzed with respect to five considerations: social,

emotional, physical, academic and spiritual. From a social standpoint, it could be said

that Coach Mabe did not want to be embarrassed by the system he created. If Coach

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Mabe did not reveal the test dates and times to his son, there is a high possibility that his

son would have tested positive for a banned substance. This creates controversy in the

school, in the community, and perhaps around the state that the athletic director’s son

failed his mandated drug test. It also gives the appearance that perhaps Coach Mabe and

his wife are not parenting their child properly. Staff members and coaches in the school

may begin to look down on their athletic director. These faculty members may not

respect their superior as much as they did before. They will always question the

judgment and decision making skills of their athletic director.

From an emotional consideration, coaches may feel that their athletic director no

longer has their back and that they are on their own when it comes to making certain

decisions. The players also may feel betrayed in that they have done everything right and

when someone does or is doing something wrong, nothing will happen to that player if

they have a connection to authority. Other players who might have been drug tested and

tested positive could have hatred and animosity towards the athletic director’s son. The

athletic director could be beginning to feel horrible about his decision and it may take a

toll on him mentally. The athletic director and his wife could develop a sense of guilt for

enabling their son’s drug habit by disclosing the drug testing dates.

From a physical consideration, the son of the athletic director could still be under

the influence of drugs. Due to his father letting him know of the dates of the test, he has

never been caught or reprimanded for his behavior. The son may continue to use drugs

and further harm himself. The son could even begin to experiment with other stronger

types of drugs that will have greater effects on his body. The athletic director and wife

could go under a state of depression where they may decide that health and fitness are not

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as important anymore. Stress could develop amongst the wife and athletic director and

cause physical effects.

From an academic consideration, the son of the athletic director could see a

decline in his grades. Being on drugs and possibly experimenting with other types of

drugs, his focus may be declining and he may not be able to pay attention in class. The

son may be too consumed in getting his next high and seeks a way to achieve that high

rather than sitting in class. The son may not complete homework because of his drug use.

Because of their guilt, the athletic director and his wife may not reinforce the importance

of school to their son.

From a spiritual consideration, due to his drug use, the son may not value his

relationship with god as much anymore. He may be too consumed with find his next way

to reach that high to care about going to church. The athletic director and his wife would

have to deal with a spiritual guilt, which exceeds and transcends any ordinary emotional

guilt. They would have to consider their relationship with God, their need for forgiveness,

and the spiritual scarring that could affect their walk with God.

Precedents for the Future

Actions taken and choices made in this dilemma will set precedents for the future.

The actions of the athletic director will set a precedent for unprofessional conduct of an

athletic director. In the future, this may be used as an example of what not to do as an

athletic director. Due to this incident, school officials may elect to add a rule stating that

they cannot hire a coach or athletic director if they have children on any athletic team.

School officials may elect to have a separate person in charge of all drug testing of

athletes so that it is out of the hands of the athletic director.

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Ethical Considerations

In order to make good choices and decisions, an ethical standard is needed. In

this dilemma, the athletic director has issues with integrity. By using his status of power

to aid his son and prevent him from being drug tested, Coach Mabe devalued the integrity

that comes with being the athletic director. In a decision like this, the golden rule can

help guide the decisions of people with power. As stated by George Eliot, “keep true,

never be ashamed of doing right, decide on what you think is right and stick to it”

(Maxwell, 2003, p. 46). By simply doing what was right and not being ashamed of the

outcome, this dilemma could have been avoided entirely. It could have also kept this

young man out of a life of drugs.

Implications for the Coach and Discussion

The role of the coach in this dilemma is to continue to push the rules and

guidelines set forth by the powers above. The coach needs to continue to treat his players

fair and just. Although, in this dilemma, a player got away of doing something, the coach

should continue to make sure all of his players are following and holding up the

expectations of the program. This will continue to add credibility to for the program and

the coach in that, despite the dilemma, they continue to operate and do things the right

way.

Code of Ethics

The standard for ethical decisions in athletics and competition are often found in a

code of ethics. In establishing guidelines and regulations regarding the ethical behavior

of athletic directors and coaches, there must be a consideration of moral values. These

moral values can be found in the Golden Rule. The golden rule can be used an integrity

26

guideline for one’s life. As stated by Confucius, “to know what is right and not do it is

the worst cowardice” (Maxwell, 2003, p. 47). As the level of a decision goes up, the

amount of courage needed to make the correct decision goes up as well. In this dilemma,

the level of this situation was very high. It involved his son. It was difficult for the

athletic director to make the right decision when it involved his son and that I could affect

his son’s playing future.

Another way to establish integrity is to simply live by the mission of the

organization. The mission is why that program, high school, or organization is in

existence. “It is to be what guides them, shapes their actions, and defines their

environment” (Heidary, 2011, p. 3). By following and remembering what this mission

statement means and the purpose of it, it can help guide the decisions of athletic officials

so that all decisions are right and just.

 

 

 

 

 

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Chapter V

Legal Aspects and Considerations

In our football program, coaches are made aware of their legal responsibilities

they undertake as a part of the program. One of the biggest legal duties coaches carryout

is the duty to supervise. As a football coach, they are always present physically and

mentally present during any activity involving our football players. This is done so to

prevent situations from occurring. In the case that a situation happens, coaches will be

able to correctly and effectively respond to the presenting issue. As coaches, planning

practices is a must. Every coach on the field knows what another coach is doing and

where they are going to be at any time by simply looking at their practice schedule. At

the beginning, middle and end of the season, equipment is checked and repaired as

needed to prevent further damage to the equipment or the players. At the conclusion of

practice or of any football activity, the locker room doors and field gates are locked so

that players or other individuals cannot access them while there are no coaches or

supervised personnel in attendance.

Another legal duty that is stressed to our football coaches is their duty to instruct

properly. Our football program takes pride in that any player that walks into the program

will be coached and instructed properly according to their position. Players will be

taught the basics and fundamentals of their position starting in 9th grade. Players will

also be taught proper tackling technique from the beginning of their football playing

experience. It is vital that all players, no matter their position, understand the importance

of proper tackling technique so that they do not hurt themselves or others. After 9th

grade, players are then taught more developed techniques and fundamentals for their

28

position. If, for some reason, a player is not up to standard with the requirements of their

position, this player is given the time to develop and is given one-on-one attention so that

the player can be productive on the field of play. Our football players will also be

students of the game. They will understand what we are trying to do offensively or

defensively so they will have full and competent understanding the concept. Players will

understand where their help is coming from and how their assignment is vital to the

success of a particular play or call.

The duty to provide proper equipment is another important duty that is

specifically detailed for all of our football coaches. At the beginning of every season, all

the equipment given to players is inspected and made sure that it is fit to be worn by the

players. All equipment is properly sized and fitted for all players to ensure that a

particular piece of equipment is being used the way it was intended to be used. At the

conclusion of every season, all equipment is taken off to get reconditioned and inspected

to make sure that it is certified by the NOCSAE. If something does not meet those

standards, it is rid of and equipment is purchased in its place.

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Chapter VI

Program Development

In conducting and organizing an entire football program, it is vital that you have a

detailed plan for what and how you are going to run your team at all times of the year. In

our program, our year is split into 4 basic phases. These phases are the off-season

program, the leadership academy, the summer program, and the in-season program. The

outcome of our season will come down to how well players and coaches perform during

each of these very important phases.

Phase 1: Offseason Program

Once the football season ends, we will start our offseason program two weeks

after our last game and will conclude when school concludes for the summer. We will

hold our offseason strength and conditioning program during our weightlifting classes

that our held during the school day. With the help of our administration, we will be able

to enroll all of our football players, both junior varsity and varsity, in this weightlifting

class. This weightlifting class will be held for 90 minutes every day during the school

day in a four-class schedule. In this weightlifting class in our offseason phase of our

program, our coaches will focus on building the strength, speed, coordination, flexibility,

agility, and balance of our student athletes.

At the start of the offseason strength and conditioning program, our players will

be tested on the following:

o Back Squat

o Power Clean

o Bench Press

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o Vertical Jump

o 40-yard Dash

o Pro-agility Drill

We will use six two-week micro cycles with an “unloading” week after the

second micro cycle. The “unloading” week is used for our players to recover and prepare

their bodies for the next micro cycle. In a Monday-Friday schedule, our players will lift

on Monday, Wednesday, and Friday. On Tuesday and Thursday, our players will take

part in the agility and conditioning program. At the end of every two-week micro cycle,

we will max out and test our players during the school day weightlifting class. You will

find tables and descriptions for our strength and conditioning program in Chapter VII of

this portfolio.

Off-Season Expectations of Players

During the off-season, our players will be expected to attend school everyday.

Students will be expected to pass three out of four of their classes to be eligible to play in

the fall. They are expected to participate in the off-season strength and conditioning

program even if they participate in a winter or spring sport. Players are expected to

conduct themselves as representatives of the football program at all times. This includes

when in class, when in the community, when at combines, and at university or college

camps.

Off-Season Expectations of Coaches and Staff

Coaches are expected to attend the end of the season football banquet in which we

honor and recognize our players’ accomplishments and their success. Coaches are

expected to attend professional development clinics to further the football knowledge

31

during the off-season months. This includes the state level football coaches’ association

clinic held in the winter. Along with this clinic, coaches will be afforded opportunity to

attend clinics at local high schools and universities. Lastly, coaches are expected to

attend all meetings that are held during the offseason.

Spring Football Practices

Starting the week after spring break, we will hold our spring football practices for

our rising 11th and 12th graders. Spring football practices will be held after school on

Monday, Tuesday, Wednesday, and Thursday. To comply with state athletic association

rules and regulations, particular position groups will have practice on particular days.

Players that are offensive lineman, linebackers, and defensive backs will have practice on

Tuesday and Thursday. Defensive lineman, quarterbacks, running backs, and wide

receivers will practice on Monday and Wednesday. During these practices, players will

only be in shoulder pads and helmets. During the course of these practices, players will

be working on fundamentals and technique with their position coaches. Being that

players are just in shoulder pads and helmets, this is a critical time where coaches can

really focus on the little things and focus on their players without having to game plan for

an opponent.

Two week after the start of the varsity spring football practices, our rising 9th and

10th graders will begin participating in junior varsity spring practice. During these

practices, players will be introduced to their new position coaches. It is here where

coaches can learn their players and gauge where they are in terms of their fundamentals

and their technique. All junior varsity defensive players will practice on Mondays and

Tuesdays. All junior varsity offensive players will practice on Wednesdays and

32

Thursdays. For both varsity and junior varsity players, spring practices will conclude

when end of the year testing and exams begin.

Phase 2: Leadership Academy

The second phase of our program is our Leadership Academy. This leadership

academy will be held before our strength and conditioning sessions in the summer on

every Tuesday and Thursday. In this leadership academy, athletes will learn the

characteristics of leadership and what it means to be a leader. With our leadership

academy it allows us as coaches to start facilitating a sense of team amongst our players.

It allows us to introduce players to a job interview situation that they will need to know

when their playing days are over. The leadership academy gives players a voice and a

seat at the table to have the team ran as they want it ran. By having a voice, it gives them

a sense of ownership of their football program. Lastly, it helps players become

comfortable with the risk of being a leader.

17 Laws of Leadership

During the leadership academy, players will be introduced to the 17 Laws of

Leadership. Each morning, players will be introduced to a specific law of leadership and

how it pertains to them and their upcoming season. The law of the day will be the focus

of the workout and will be revisited several times during and after the workout. The 17

Laws of Leadership are as follows:

1. The Law of Significance

2. The Law of the Big Picture

3. The Law of the Niche

4. The Law of Mount Everest

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5. The Law of the Chain

6. The Law of the Catalyst

7. The Law of the Compass

8. The Law of the Scoreboard

9. The Law of the Bad Apple

10. The Law of Accountability

11. The Law of the Price Tag

12. The Law of the Bench

13. The Law of Identity

14. The Law of Communication

15. The Law of the Edge

16. The law of High Morale

17. The Law of Dividends

Leadership Interviews

At the end of the Leadership Academy, we as a coaching staff will hold

interviews for any of our players that are wanting to take the risk of being a leader.

These interviews will be conducted just like a job interview. Participating players are

expected to dress in professional attire and be well groomed. Players are expected to

bring in a resume of what they feel are their qualities are that makes them a suitable

leader. In the interview, coaches will ask the players a series of questions pertaining to

the 17 Laws of Leadership. Players will also be given hypothetical situations in which

they have to give a response to.

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Once the interviews have concluded, the coaches will select eight players. These

eight players will be a part of a leadership council. This leadership council will be the

voice of the team and will have some input into certain decisions for the team. Of these

eight players, four of them will be recognized as team captains. These team captains will

represent the team on game nights.

Phase 3: Summer Program

Phase 3 of our football program will be held in conjunction with our leadership

academy. Our summer program will start at the conclusion of the school year. During

the summer program, players will workout every Tuesday, Wednesday, and Thursday.

As stated before, the leadership academy will be held during this summer program. In

the summer program, our players will go through two four-week micro cycles. As we did

during the offseason program, players will be tested on the following tests at the end of

each micro cycle:

o Squat

o Power Clean

o Bench Press

o Vertical Jump

o 40-yard dash

o Pro agility

7-on-7 Tournaments

Throughout the course of the summer program, we will have the opportunity to

host and attend a variety of 7-on-7 tournaments in the area and abroad. The purpose of

attending 7-on-7 tournaments is to develop chemistry between the quarterbacks, the

35

running backs, and the wide receiver. This is also a time for our linebackers and

defensive backs to develop chemistry. For all position groups and sides of the ball, it will

allow players to develop and understanding of the basics of their particular offensive or

defensive system and scheme. When attending a 7-on-7 tournament, the goal is not to

win the tournament, but to get better at what we are doing.

Staff Requirements during the Summer Program

With the start of the Summer Program, coaches are expected to be at the facility

every Tuesday, Wednesday, and Thursday to help in the weight room and on the field.

Coaches that coach a skill that is involved in the 7-on-7 tournaments are expected to

attend and are expected to coach their position group. All coaches are expected to attend

the state coaches’ association clinic in July to register and to obtain professional

development.

A week before the first day of practice, all coaches will come together and will

begin organizing all the equipment for the players. This is done to make sure that there is

enough to outfit every player and that every piece of equipment is safe for the players to

use. During this week time span, coaches will also meet to establish an installation

schedule for their offensive or defensive scheme. When players arrive, coaches will

assist with the issuing and fitting off all equipment. Coaches will also prep the fields and

the outside equipment for the first day of practice.

Phase 4: In-Season Program

Once the summer program has concluded, it is time to begin practicing. In

accordance with state athletic association rules and regulations, the first two practice will

be held in just helmets, t-shirts, and shorts. The next two days of practices will be held in

36

helmets and shoulder pads. Once a player has made it through four practices, they will be

allowed to participate in full contact practice where players will be wearing full pads.

Players cannot participate in full contact practices unless they meet this rule. Once full

padded practices have started, our players will begin to have scrimmages with other

teams. There will be two scheduled scrimmages that we will compete in to gauge where

our players are in their development and understanding of the offensive and defensive

concepts.

In-Season Program Staff Expectations

During the course of the season, coaches will be expected to do the following:

o Be Loyal to the Program

o Be on time

o Be Prepared- Work Hard and Smart

o NO Profanity

o Wear School Football Gear to Practice

o Demand the very best from their players

o Treat players firm but fair- not the same

o Teach T.E.A.M concept

o Demand great character, discipline, and attitude

o Be the head coach of their position

o Never do anything to embarrass the program

o Never talk about the school, staff, players, or the football program on social

media.

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Practice Day Set-up

Below is an example of how practices and a general day will be set up and

scheduled:

o 8:00-8:15= Staff Meeting

o 8:15-8:50= Offensive/Defensive Meetings

o 9:00-9:20= Chalk/Installation of Plays and Schemes

o 9:30-9:40= Flex/Stretch

o 9:40-9:45= Jolly Roger/Announcements

o 9:45-11:15= Practice

o 11:15-11:30= County Fair

o 11:30-12:30= Eat/Lift

o 12:30-1:10= Rest/Get off your feet

o 1:20-1:30= Pre-practice

o 1:30-3:00= Practice

o 3:15= Staff Meeting

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Sample Practice Schedule

Sample'High'School'Football'Practice'ScheduleTime Period

3:30 13:35 23:40 33:45 43:50 53:55 64:00 74:05 84:10 9

OL RB WR QB4:15 104:20 114:25 124:30 134:35 144:40 154:45 164:50 174:55 185:00 195:05 205:10 21

DL LB S CB5:15 22

5:20 235:25 245:30 255:35 265:40 275:45 285:50 295:55 306:00 316:05 32

Alignment'Assignment'Period

Individual'Drills/Fundamentals

Inside'Run'(Defensive'1's'vs.'Offensive'Scout)

Team'Pass'(Defensive'1's'vs.'Offensive'Scout)

Team'Conditioning

Goalline/2Umin'Drill

Defensive'Transition

Stretch/Flexibility

Offensive'Transition

Individual'Drills/Fundamentals

7UonU7/'1UonU1'

Punt'Team

Punt'Return

Offensive'Team'(Offensive'1's'vs.'Defensive'Scout)

This is an example of a practice schedule that is used in a normal practice. We

will always start our practice with stretching and flexibility. Once our players are

stretched, we will practices two particular special teams. This is where the entire team is

together practicing this important phase of the game. After special teams, players will

then transition to their offensive positions and position coaches where they will go over

individual skills and fundamentals. This is followed by a 7-on-7 and 1-on-1 period where

players are getting position specific work against what the opponent will do to them on

39

game day. Players will then come together as an offensive unit and prepare for the

opposing team’s defensive scheme. Once all offensive issues have been addressed,

players will then transition to their defensive positions and position coaches and repeat

the previous schedule.

Weekly Themes

As the season starts up, a coach will be assigned each week to illustrate and

design a board related to a given theme. A different coach is assigned to complete the

board each week. They are to make it visually appealing to the players and relevant to

that week’s theme. The themes will be changed by the evening of that Sunday to ensure

that it is ready for the players to see when they come in on Monday. Coaches will also be

require to speak to the team before practice on the weekly theme and how it ties into what

they team may be going through or the particular situation they may be in. The weekly

themes are as follows:

1. Nutrition/Hydration

2. Discipline

3. Courage

4. Positivity

5. Choices

6. Adversity

7. Passion

8. Team

9. Gratitude

10. Excellence

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Chapter VII

Strength and Conditioning Program

Introduction/Philosophy of Training

In our football program, we are on a journey for excellence. We strive for

excellence wherever we step. From the weight room, to the field, to the classroom, and

into the community, we will strive to be our best at all times. In our pursuit of

excellence, we will train for excellence. We will train to be perfect. In our weight

program, players will be put through a strength program, an agility program, and a

flexibility program. Each individual program will be built on periodization. Players will

grow and progress as the program continues. The weeks will vary in intensity, speed, and

focus. As players go through the program they will be tested to test their growth. This

packet will provide vital information for our players and will help guide them on their

pursuit of excellence this football season.

Annual Plan with Periodization

Month Period Phase

January Offseason Base

February Offseason Development

March Offseason Base

April Offseason Development

May Offseason Base

June Offseason Development

July Offseason Peak

August Transition Contact

September In-Season Maintenance

October In-Season Maintenance

November In-Season/Playoffs Maintenance

December Playoffs/Transition Maintenance/Active Rest

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This is an example of an annual plan that would be used in our strength and

conditioning program. For each month of the year, there is a phase that we are focusing

in the weight room. The base phase is a phase where we are trying to build an athlete’s

base strength levels. With an established base of fundamental strength, we can then go

into a development phase where we take the athlete’s base of strength and try to further

develop it and enhance it. As one can see, we flip back and forth between our base phase

and development phase. This is done to prevent athletes from plateauing in strength and

ability. Our athletes are always getting better and stranger during the course of the

offseason. Once we get into the month of July, we want to make sure our athletes are

peaking and reaching their highest potential as athletes before we enter the season.

Starting in August, our focus changes to preparing our athletes for the contact and the

physical toll they will face. Once the season starts, we focus on maintaining our athletes’

strength and on preventing injuries.

Strength Program

In our strength program, we split it into a post-season phase, an off-season phase,

a pre-season phase, and an in-season phase. During the post-season phase, we want our

players to recover from the long season. We suggest that our players perform low

intensity and low volume recreational activities that will assist them in not only

recovering, but also maintaining some form of physical fitness. Once the post-season has

concluded, we will enter our off-season phase. The first thing players will participate in

is pretesting to find out where their base strength levels, agility levels, and speed levels

are. With all of our players tested, we then enter into our micro cycles. On each day,

players will perform a core lift such as bench press, power clean, or squat. The rest of the

42

workout will be centered on assistance exercises that will promote growth in that

particular core lift. After athletes perform two microcycles, they will then enter an

“unloading” week where our athletes have time to recover and get ready for the next

microcycle. This is repeated until we reach the end of the off-season. At the end, we will

then test players again and see how much they have grown from the first microcycle to

the last microcycle. The complete strength and conditioning program can be found in

Appendix G.

Linear Speed Program

Our linear speed program will always start with a warm-up that is done before the

individual drills. The linear program will take place on Mondays and Tuesdays. Players

will go through the following warm-up

• High Knees (20 yards)

• Heel Ups (20 yards)

• High Knees w/ Heel Ups

• Carioca Drill

• Toe Touches

• Backwards High Knee Run

• “A” Skips

• “B” Skips

Once the warm-up is completed, students will go through the following linear

speed exercises and drills:

• Form Starts

• Position Starts

43

• Sprints

• Single Leg Hops

• Resistive Harness Drills

• Stadium Step Running

• Hollow Sprint

• Bag Jumps

At the conclusion of the linear speed workout for that day, students will go through a post

workout stretch:

• Lying Hamstring Stretch (15 seconds each side) 3x

• Knee To Chest Stretch (15 seconds each side) 3x

• Lying Spinal Twist (15 seconds each side) 3x

• Hip Flexor Stretch. (15 seconds each side) 3x

Testing and Evaluation

In our football program, we will test our players on different lifts and drills to

chart the growth and progress of a player. Our players will be tested on the following:

• 185lbs Bench

• Squat

• Hang Clean

• 40-yard Dash

• Vertical Jump

• Pro Agility

• Broad Jump

Testing Protocols

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1. Vertical Jump Test (TERTEC)

• Equipment and Materials Needed

o Vertec

o Adjustable Rod

• Procedure:

o Reach:

§ Stand with side to the wall, making sure feet and hips are next

to the wall.

§ Athlete then reaches as high as they possibly can, keeping the

feet flat on the floor.

§ Record the height reached to the nearest half inch

o Jump:

§ The athlete goes to the Vertec and positions himself for jump.

§ The athlete jumps, hitting the highest possible vane. No steps

are allowed before the jump.

§ Allow the athlete three more jumps; if the third jump is higher

that the second let him continue until he cannot improve

anymore.

§ Record the height jumped to the nearest half inch using the

vertical jump conversion chart.

§ Using the Vertical jump chart, subtract the height reached from

the height jumped to obtain the vertical jump height.

§ Record the best jump

45

o Causes for Disqualification:

§ Feet and hips not next to wall when reaching

§ Standing on tiptoes when reaching

§ Taking a step or shuffle step before jumping

2. Pro Agility Run Test

• Equipment and Materials Needed

o Stopwatch

o A course of three lines each five yards apart

o One coach to take times and record them, two managers to watch lines.

• Procedure:

o From a two-point stance straddle line 1 facing the timer

o Start by running to the right to line 2

o Touch line 2 with right hand

o Sprint back across line 1 to line 3 to the left

o Touch line 3 with the left hand

o Stop time when player crossed line 1

o Record two times, circle the best time

• Causes for Disqualification:

o Not touching line 2 with right hand

o Not touching line 3 with left hand

3. 40-yard dash test

• Equipment and Materials Needed:

o Stopwatch

46

o Sixty yards of flat running surface

o Two coaches, on to time and record and one to watch for incorrect

starts

• Procedure:

o Athlete stretches and warms up

o Athlete places one hand on the starting line.

o Athlete starts when they are ready. The time will start when the

athlete’s hand moves off the line

o Record two trials and circle the best time

• Causes for Disqualification:

o Not having opposite hand and foot on starting line

o Rocking

o Placing hand or foot in front of starting line

4. 185lbs Bench Test

• Equipment and Materials Needed:

o 185lbs of set on a flat bench bar

o Flat bench

o Rack to place weight with safety bars

o Spotter behind them to lift weight up and to put weight back when

failure is reached.

o Coach counting reps and ensuring proper form.

• Procedure:

47

o Athlete stretches and warms up

o Athlete lies on the bench with their back flat and their hands

distributed evenly on the bar.

o When ready, athlete lifts bar off the rack and benches 185lbs until

failure is reached.

o Coach records number of successful reps

• Causes for Disqualification:

o Does not fully extend on the up portion of the lift

o Does not fully come down on the down portion of the lift

5. Back Squat Test

• Equipment and Materials Needed:

o 45lbs bar set with athlete’s possible max

o Rack to place weight with safety bars

o Spotter behind them to lift weight up and to put weight back when

failure is reached.

o Coach counting reps and ensuring proper form.

• Procedure:

o Athlete stretches and warms up

o Athlete addressed the bar and gets under the bar.

o When ready, athlete lifts bar off the rack and squats the weight desired.

o Athlete has three trials to max out on their squat

o Coach records the highest successful rep

• Causes for Disqualification:

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o Does not fully extend on the up portion of the lift

o Does not reach parallel on the down portion of the lift

Testing Score Card

Name:________________________________ Date:__________________________________ Height:_____________________ Weight:___________________________ Position:_________ Test SCORE

185lbs Bench Test NUMBER OF REPS

Squat Test Attempt 1 Attempt 2 Attempt 3 Best Lift

Hang Clean Test Attempt 1 Attempt 2 Attempt 3 Best Lift

40-yard Dash Attempt 1 Attempt 2 Attempt 3 Best Time

Vertical Jump Attempt 1 Attempt 2 Attempt 3 Best Jump

Pro Agility Attempt 1 Attempt 2 Attempt 3 Best Time

Broad Jump Attempt 1 Attempt 2 Attempt 3 Best Jump

This is an example of a scorecard that would be used to keep track of an athlete’s

scores and results of the testing session. As one can see, for every test but the bench

press test, athletes will be given 3 attempts to get the best score they possibly can. The

highest score or result will be taken.

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Warm-up Routine for Speed/Agility Training

• High Knees

o Purpose: To develop muscles needed for a fast, long stride and flexibility

in the hamstring

o Procedure

§ Mark a 10-yard course or lane.

§ Sprint the course, taking quick, short, one-foot steps. Drive Knees

high so that thighs are parallel to the ground

§ When you lift one leg, be sure the other leg is fully extended

§ Bend forward slightly at the waist and keep your back straight

o Volume

o Do two repetitions of 10 yards

o Rest Interval

o Walk back to the starting line as a rest interval between reps

o Key Points

o Avoid leaning back or taking long steps, swing arms freely at the

shoulders with good arm action, keep your face and neck relaxed

• Heel-ups

o Purpose: To develop strength in the hamstring and flexibility in the

quadriceps

o Procedure

o Mark a 10 yard course

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o Start drill by running on your toes and alternately swing heel of

each foot up to buttocks.

o Keep action quick and smooth; produce the swinging at the knee

o Volume

o Do two repetitions of 10 yards

o Rest Interval

o Walk back to the starting line as a rest interval between reps

o Key Points

o Maintain good forward lean, keeping knees pointed down toward

the ground, keep arms relaxed at the sides, avoid moving forward

too fast, using the arms, or lifting the knees by flexing at the hips

• High Knees with Heel-Ups

o Purpose: To develop sprinting rhythm and action

o Procedure

§ Mark a 20 yard course on the field

§ Begin drill with 5 yards of high knees

§ After 5 yards of high knees, combine high knees with heel-ups for

15 yards

§ Stay on your toes drive hard off of your back leg, swing your heel

up to the buttocks, and pull thigh through to a high knee position

§ Produce a reflexive, quick, and smooth swinging motion from the

knee joint

o Volume

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o Do two repetitions of 20 yards

o Rest Interval

o Walk back to the starting line as a rest interval between reps

• High Knees with Foreleg Extension

o Purpose: To develop your ability to reach with foreleg during sprinting

o Procedure

§ Lift right knee high

§ When right knee reaches highest position, the left leg does a little

skip.

§ As you skip, extend the right foreleg until it is parallel with the

ground

§ Repeat on the other side

o Volume

o Do two repetitions of 20 yards

o Rest Interval

o Walk back to the starting line as a rest interval between reps

• Carioca Drill

o Purpose: to develop lateral movement and hip flexibility

o Procedure:

§ Get into a good power stance with knees flexed and shoulders

facing squarely forward

§ Move laterally to your left, crossing the right foot over in front of

the left, and then bring the right foot behind on the next step

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§ While moving, remain in your power stance, keep your shoulders

squared, and get good hip motion

§ Do this movement pattern for 20 yards and then change direction

o Volume

o Do two repetitions of 20 yards

o Rest Interval

o Walk back to the starting line as a rest interval between reps

Warm-up for Strength Training

• Saigon Squat

o Purpose: to stretch the hip flexors

o Procedure

§ Stand with feet shoulder width apart and toes pointed out 45

degrees

§ Keeping back straight and feet flat, squat as deep as possible

§ Use elbows to push on inside of quads, so legs spread slightly

§ Hold for 7 seconds

o Volume

§ 2 sets of 7 seconds

o Rest Interval

§ 5 seconds in between each set

• Lunge with a twist

o Purpose: To stretch the quadriceps and the gluts

o Procedure

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§ Lunge right leg out until it reaches a 90 degree angle at the knee

§ Once in the 90 degree angle, twist torso right and left

§ Step with other leg until it reaches a 90 degree angel at the knee

§ Repeat with other leg

o Volume

§ 4 lunges on each leg

o Rest Interval

§ The other leg rest as the other leg is out

• Hip stretch with a twist

o Purpose: to stretch the hips and the groin

o Procedure

§ Start in the push up position and bring right foot up to right hand

while keeping hips down and lower back flat

§ Take left hand, twist to left while extending arm and reaching

toward the sky

§ Come back to the starting push up position

o Volume

§ 2 on each side

o Rest Interval

§ 5 seconds in between each repetition

• T Push-ups

o Purpose: to stretch the pectoral muscles, the triceps, and the shoulders

o Procedure

54

§ Start out in the push-up position, and then lower oneself down

towards the ground

§ As the individual pushes back up, extend right arm toward the sky

while keeping left arm stable and hips from moving down, or up

§ Bring arm back to the starting position, do another push up, and

then repeat with the left arm

o Volume

§ 3 to 4 repetitions

o Rest Interval

§ 5 seconds in between each repetition

• Jump Squats

o Purpose: to stretch and warm-up the quadriceps

o Procedure:

§ Stand up with feet about shoulder width apart while holding hands

behind your head, or on hips

§ Squat down until the hips are about parallel with the ground, then

forcibly jump off the ground

§ Land softly and repeat the jump

o Volume

§ 10 jump squats

o Rest Interval

§ 4 seconds between each rep

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Post workout Flexibility Program

• Partner Lying Hamstring Stretch

o Purpose: to stretch the hamstring muscles

o Procedure:

§ Lie on your back with legs straight and toes pointing up

§ Allow your partner to lift your right leg and to apply pressure with

his or her hand while holding your left leg down. She or he will do

this until you feel a comfortable stretch in the hamstring

§ Hold the stretch for 10 seconds

§ Repeat with other leg

o Volume:

§ Do each leg 2 times

o Rest Interval

§ Each leg will rest while the other leg is being stretched

• Partner Knee to Chest

o Purpose: to stretch and warm up the gluteal, the groin, and the hamstrings

o Procedure:

§ From the lying hamstring stretch, partner bends right at the knee

and pushes it toward their chest while keeping left leg straight

§ Partner applies pressure by leaning forward, guiding the knee to

chest while holding down the left leg

§ Hold the stretch for 10 seconds

§ Repeat with other leg

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o Volume

§ Do each leg 2 times

o Rest Interval

§ Each leg will rest while the other leg is being stretched

• Partner Lying Spinal Twist

o Purpose: to stretch the lower back erectors, and the lateral region of the

gluteal muscles

o Procedure

§ From the knee to chest stretch, partner pulls bent leg over straight

leg, applying pressure to bent kneed and opposite shoulder

§ Partner makes sure shoulders are flat against the floor

§ Hold stretch for 10 seconds

§ Repeat with other leg

o Volume

§ Do each side 2 times

o Rest Interval

§ Each leg will rest while the other is being stretched

• Partner Quad Stretch

o Purpose: to stretch the quadriceps

o Procedure:

§ Lie on stomach in an extended position

§ Partner bends one of the legs at the knee and guides heel to

buttocks while applying pressure to lower back

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§ Hold stretch for 10 seconds

§ Repeat with other leg

o Volume

§ Do each side 2 times

o Rest Interval

§ Each leg will rest while the other leg is being stretched

• Partner Hip Flexor Stretch

o Purpose: to stretch the hip flexors

o Procedure

§ From the quad stretch, partner lifts the leg up and back at the knee

while applying pressure to lower back

§ Hold stretch of 10 seconds

§ Repeat with other leg

o Volume

§ Do each side 2 times

o Rest Interval

§ Each leg will rest while the other leg is being stretched.

Nutrition and Hydration Program

Along with our weight room program and our on the field program, we take pride

in the nutrition and the hydration of our players. With out proper nutrition and hydration

through out the course of the season and even the entire year, all the hard work done by

our players will be wasted. This is way it is important to follow these guidelines and

regulations for the proper nutrition and proper hydration of players.

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A true athlete is always in a continual state of dehydration. Dehydration occurs

when you use or lose more fluid that you take in, and your body doesn’t have enough

water and other fluids to carry out its normal functions. The effects of dehydration could

be the following:

• Decreased appetite

• Poor athletic performance on a day-to-day basis

• Athletic performance gets worse throughout the course of the season

• Life-threating illness and complications

With the symptoms and effects of hydration understood, we must now examine

the causes of dehydration. Here are some examples of what could cause dehydration in

athletes:

• Athletes rely on thirst to know when they need water

• Medication and supplements

• High levels of alcohol and/or caffeine

• Water isn’t readily available

• Humid conditions or hot weather

• Athletes do not realize the importance of proper hydration

To ensure that all of our athletes are properly hydrated, guidelines are provided to

help them understand the importance of water and hydration. If a player exercise for an

hour, that player has lost a quart of water and fluid. For every pound of weight a player

loses during physical activity, they lost 16 fluid ounces of water and fluids. To ensure

proper hydration our players will follow these guidelines:

• Must consume 2/3 to 1 ounce of water for each pound of body weight

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• Must consume a minimum of 12 cups of water a day

• While in training or competition, players must consume 4 ounces every 15

minutes.

Along with our hydration guidelines, we have nutrition guidelines that our players

follow. As athletes, they have to always fuel their body. The body is always working

whether it is during a game, a practice, or off the field activity. As a general rule, we

want our players to eat between 5-6 times a day. These meals should include:

• Breakfast

• Snack 1

• Lunch

• Snack 2

• Dinner

• Snack 3

Sample Meal Plan for Players

• Breakfast

o 2 eggs

o 2 slices whole-grain toast with butter or margarine

o 1 slice ham

o 12 oz. low fat milk or 8 oz. yogurt

o 8 oz. juice

o 12 oz. water

• Mid Day Snack

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o Sandwich made with whole-grain roll or bread, 4 slices turkey breast,

lettuce, tomato, mayonnaise, pickles 20 oz. water

• Lunch

o Sandwich on a hoagie roll

o 5 slices lean meat [e.g., turkey, ham, lean roast beef or a packet of tuna]

o 1 slice cheese

o 1 piece fruit

o Crackers, pretzels or baked chips [2 handfuls]

o A granola bar or a low-fat muffin

o 12 oz. water and 12 oz. milk, juice or water

• Dinner

o 8 to 10 oz. lean meat, poultry or fish

o 2C pasta, rice or potatoes, with some fat added

o 2C vegetables (cooked or in a salad) with some fat added

o 1C light ice cream, frozen yogurt, sherbet, sorbet or pudding

o 12 oz. milk or juice

• Evening Snack

o Sandwich made with whole-grain roll or bread, 4 slices turkey breast,

lettuce, tomato, mayonnaise, pickles 20 oz. water

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Chapter VIII

Sport Technologies

Coach’s Office Program Proposal

In the world of ever evolving technology, a football program has to evolve as

well. There are several programs and software that make the day-to-day operations of a

football program much more efficient and easier on the coaches. One of these program

changing software programs that can help do this is Coach’s Office Football Software. In

Coach’s Office, it features playbook software where coaches can draw plays and

diagrams. Once plays and diagrams are made, tables and text can be added easily with

full word processing. With a full playbook developed of the program’s offense and

defense, coaches can then develop and print wristbands for their players and fellow

coaches to use during practices and on game day. These fully developed playbooks can

all be digitally distributed to all members of the program as well. Along with playbooks

and wristbands, Coach’s Office also allows coaches to draw formations and plays with

and against different fronts and coverages and save them for future use. Once they are

saved and archived, coaches can then use the practice script software to design scripts

and play cards of the plays they have already designed and created. Coach’s Office gives

coaches the option to present their diagrams and plays through their slideshow software.

With this software, coaches can present them through the presentation software itself or

even be saved and formatted to upload to HUDL Gold or HUDL Platinum. The

presentation software also allows coaches to display the playbook pages through an iPad

or other tablet device. Lastly, Coach’s Office allows coaches to review game film and

clips with the playbook formations and plays they have designed and made. In a recent

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article written by FootballScoop.com, “Coach’s Office® is revolutionizing the way

football coaches organize and prepare for games and practices” (Coach’s Office, 2008).

As a successful program with a tradition of excellence, we have to be able to

maximize our time effectively to ensure our players are getting the best preparation and

game planning as possible. With this software, we create a database of all of our

offensive and defensive plays. With this database in place, all we have to do is type them

into a practice script and play cards are automatically developed for practice with a

simple click of a mouse. With our existing membership and services with HUDL, the

Coach’s Office software and HUDL can work seamlessly together. When it comes to

Friday nights, we can develop wristbands for our players with ease and we can change

them each week with very little work done.

There are several options for purchasing and downloading the Coach’s Office

software. There is a “Pro Edition Playbook” program, which features the chalkboard,

playbook, and wristband generator. The “Pro Edition Playbook” is $199 for one

computer license and $299 for two computer licenses. There is also the “Pro Edition

Bundle” which features the chalkboard, playbook, wristband generator, script generator,

and play card generator. “The Pro Edition Bundle” is $299 for one computer license and

$499 for two computer licenses. To add the slideshow software, it is $50. To add the

video player, it is $150. To ensure the effectiveness of the software and the maintenance

of the software, a 12-month maintenance membership is $79. For our football program, I

believe that we could use all of these products to maximize our effectiveness and

productivity. These products and software can take us to the next level and keep us on

the top of the state as an elite high school football program.

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Chapter IX

Closing Statement

The purpose of this portfolio is to provide an example of how head football

coaches can build and maintain a successful high school football program. This portfolio

is designed to be broad and cover a wide variety of issues that a coach of such stature

may face. The goal is to show how a successful football program is not only focused on

wins and losses, but is focused on the overall development and growth of the student-

athlete and player. Head coaches must have a vision for their program, how they want it

to run, and hire the correct people that have the same goal and mindset of building and

maintaining a successful football program.

During the lengthy process of developing and creating this portfolio, I have been

humbly reminded of what it takes to run a successful program. A successful program has

to have a strong foundation in which it’s built upon. A successful program has

unwavering core values that never change and organization that keeps the program

running smoothly. As a coach, I have the unique opportunity and luxury to have an

impact on the young men that I come in contact with every single day. With the help of

the MCAA program at Concordia University-Irvine, I have had the great opportunity to

grow as a person and as a coach over the course of these two years. This program has

given me the chance to develop and analyze my own coaching philosophy and how I

would want to run a football program when the opportunity comes for me to be a head

coach in the future. I will always owe my success as a coach and the success of my

players as a direct result of being apart of this MCAA program.

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Appendix  A  

Resume  

2001 Fenton Street

Rockingham, NC 28379

910-995-3453

fly68@me.com

William Newton Fly

Education

• Currently Enrolled in the Master’s Degree of Coaching and Athletic

Administration Program through Concordia University-Irvine (February ’14-

August ‘15)

• B.S in Physical Education, Greensboro College, NC (2008-2012)

• King's Fork High School, VA (2004-2008)

Honors

• Dean's List (Fall 2008, Fall 2010, Fall 2011, Spring 2012)

• USA South All Academic Team ('08, '09, '10, '11)

• Eagle Scout (2004), BSA Troop 25, Suffolk, VA

• Silver Award (2008), BSA Venture Crew 25, Suffolk, VA

• Received Outstanding Student Award for Physical Education at Greensboro

College (’12)

Football Coaching and Playing Experiences

• Staff at the Orlando Nike Coach of the Year Clinic in Orlando, FL (February ’15)

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• JV Defensive Coordinator/Defensive Line Coach at Richmond Senior High

School in Rockingham, NC (4A) (August 2012-Current)

• Was a part of a coaching staff that lead the Richmond Senior JV team to a perfect

season (10-0) and 6 shutouts and a Varsity team that finished 11-2 with a loss in the 3rd

round of the 4AA NC State Playoffs in ’12

• Was a part of a coaching staff that lead the Richmond Senior JV team to a perfect

season (10-0) and 4 shutouts and a Varsity team that finished 9-4 with a loss in the 2nd

round of the 4AA NC State Playoffs in ‘13

• Was a part of a coaching staff that lead the Richmond Senior JV team to a perfect

season (10-0) and 2 shutouts and a Varsity team that finished 11-2 with a loss in the 2nd

round of the 4AA NC State Playoffs in “14

• Played Center, Guard, and Goal-Line Fullback at Greensboro College in

Greensboro, NC (Division III Football)(August ’09-Nov. ’11)

• USA South All-Academic Team all 4 years

• Football Representative for the Student-Athlete Mentor Program at Greensboro

College

• Played Center and Guard at King’s Fork High School in Suffolk, VA

o 2-Time All Southeastern District Honorable Mention Center

o Black Lion Award Winner

o Team Captain

Teaching Experiences

• K-5 Physical Educational Teacher at Washington Street Elementary School (Aug.

2012- Current)

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o School Improvement Team Member (’14-’15 School Year)

• Substitute Teacher for Guilford County Schools (April ’12-Jun. ’12)

• Student Teaching at Sumner Elementary (Jan. 2012- Feb. 2012) Greensboro, NC

• Student Teaching at Weaver Academy (Feb. 2012- Apr, 2012) Greensboro, NC

Other Work Experiences

• Advocare Advisor (May ’14-Current)

• Senior Day Camp Counselor at Camp Weaver (May ‘12-July ‘12)

• Resident Advisor at Greensboro College (Aug. '09- May ‘12)

• Deck Manager/Lifeguard/Head Guard at Suffolk Family YMCA in Suffolk, VA

(Mar. '06- December ‘11)

Certifications

• K-12 Physical Education Certified

• USA Weightlifting Sport Performance Coach Certification (July 2015)

• Heart saver CPR/AED

• NFHS Fundamentals of Coaching

Professional Memberships

• North Carolina Football Coaches’ Association

• North Carolina Coaches’ Association

Skills/Interests

• HUDL Game Film and Scout Film Analyzation and Breakdown

• HUDL Report Creation and Utilization

• PowerPoint/Keynote/Prezi Presentation

• Microsoft Office/Excel

67

• Offensive & Defensive Line Techniques and Play

• Practice Organization

• Special Teams Organization and Deployment

• Strength and Conditioning

• Olympic Weightlifting

References

• Available Upon Request (Appendix D)

68

Appendix B

Course Descriptions

MCAA 510 Principles of Coaching and Leadership

Methods of teaching sport skills, and sport management skills. The purpose will

be to promote athletes' growth, development, and learning, while teaching age-

appropriate skills. Includes analysis of National Coaching Standards.

MCAA 530 Ethics and Sport

Examination and analysis of the philosophy and ethics of coaching. Students will

examine how values are communicated, and how to facilitate positive social and

emotional growth. Students will write personal statements on their philosophy of

coaching, and will work through ethical dilemmas in sport.

MCAA 540 Sport Technologies

Current uses and application of technology in sport. Included will be video

analysis of skill, analysis of computer data printouts, and integration of

technology with coaching and administration applications. Students will apply

skills, strategies and tactics in applied analysis training.

MCAA 550 Research Methods and Analysis

Review of graduate research techniques. Introduction to action research and

professional portfolio development.

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MCAA 561 Athletic Finance

An advanced study in the finance, marketing and sponsorship of sport programs.

The class will incorporate the theories of athletic finance, current strategic

planning models, sport facility related finance and facility management.

MCAA 574 Advanced Theory & Strategy for Coaching Football

MCAA 574 will offer football coaches the opportunity to increase their

knowledge of operating a football program. This class will cover: position

specific drills, offensive and defensive alignment and strategies, the importance of

continual learning, the recruiting process, and situational coaching. Course

instructors will include high school and collegiate level coaches leading in-class

and on-filed sessions

MCAA 580 Legal Aspect of Sport

Legal aspects of sport administration and coaching, including analysis of liability,

application of Sport law, and risk management. Included will be case reviews.

MCAA 585 Strength, Speed and Conditioning

Principles of strength, flexibility, power and cardiovascular conditioning.

Students will learn to construct and apply conditioning programs.

MCAA 595: Culminating Project

Application of knowledge and skills related to the student's specific area of

coaching. Students will develop a comprehensive portfolio.

70

Appendix C

References

Arabatzi, F., Kellis, E. (2012). Olympic Weightlifting Training Causes Different

Knee Muscle-Coactivation Adaptations Compared with Traditional Weight

Training. Journal of Strength & Conditioning Research (Lippincott

Williams & Wilkins), 26(8), 2192-2201.

Arthur, M., & Bailey, B. (1998). Complete Conditioning for Football.

Champaign, IL: Human Kinetics.

Channell, B. T., & Barfield, J. P. (2008). Effect of Olympic and Traditional

Resistance Training on Vertical Jump Improvement in High

School Boys. Journal of Strength & Conditioning Research (Lippincott Williams

& Wilkins), 22(5), 1522-1527.

Coach's Office. (2008, August 14). Retrieved January 28, 2015, from

http://footballscoop.com/uncategorized/coach-s-office-20080814-133551/

Cotten, D. (2003). Law for recreation and sport managers (3rd ed., pp. 278-355).

Dubuque, Iowa: Kendall/Hunt Pub.

Emergency Action Plan... Earthquake :: The Redwoods Group. (n.d.). Retrieved January

10, 2015, from http://www.redwoodsgroup.com/safety-resources/general-safety-

guidance-and-tools/safety-guidance/emergency-action-plan-earthquake-ymcas/

Hansen, D. M. (2006). Olympic Weightlifting for Sport and Fitness. Fitness

Business Canada, 7(2), 52-53.

Heidary, D., & Heidary, R. (2011). ETHICAL COACHING. ASCA Newsletter, 2011(6),

1-10.

71

Hoffman, J., Cooper, J., Wendell, M., & Kang, J. (2004). Comparison of Olympic

Vs. Traditional Power Lifting Training Programs in Football Players.

Journal of Strength and Conditioning Research, 18(1), 129-135.

Kennesaw State University Emergency Action Plan. (n.d.). Retrieved January 10, 2015,

from http://www.kennesaw.edu/sss/docs/EAP.pdf

Lumpkin, A., Stoll, S. K., & Beller, J. M. (2003). Sport ethics: applications for fair play

(3rd Ed.). Boston: McGraw-Hill.

Maxwell, John C. (2003). Ethics 101. New York, NY: Time Warner Book Company

Northern Virginia Community College Emergency Action Plan. (n.d.). Retrieved January

10, 2015, from

http://www.nvcc.edu/aboutnova/emergency/EmergencyActionPlan3_14.pdf

Tricoli, V., Lamas, L., Carnevale, R., & Ugrinowitsch, C. (2005). Short-term Effects on

Lower-Body Functional Power Development: Weightlifting vs.

Vertical Jump Training Programs. Journal of Strength & Conditioning

Research (Allen Press Publishing Services Inc.), 19(2), 433-437.

Young, J. A. (2009). The right thing to do. Coaching & Sport Science Review, 477-9.

72

Appendix D

Letters of Recommendation

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74

75

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Appendix E

Risk Management Plan

Personnel

1. Hiring

Hiring is one of the most important steps in reducing risk in a staff and facility. Once a

positions opening occurs, whether the position is vacated by an individual or newly

created, the hiring process will start to find a replacement or addition to the staff. No

matter if the individual is replacing somebody or is an addition, this new employee must

be informed about the school’s risk management plan and the school’s commitment to

this plan. By following all the correct hiring procedures and policies, it can reduce the

risk that might occur when hiring a new employee.

2. Hiring Procedures

a. In the process, a manager must first determine the need for new staffing. A

job requisition is then composed and submitted for approval. Once the job has

been approved, it is then posted on to the district website and other job search

engines. From here, applicants review the job and if they are interested, they

submit an application with a resume attached. Once the application is

received, the school will review the individual and examine the applicant’s

skill set. Once all the applications have been reviewed and selected, the

school will then set up interviews with potential candidates. During the

interview, notes are taken relevant to the job title and requirements and the

applicant is then ranked amongst the other applicants. After the interview

process, schools will then check references and call up on these candidates.

77

As soon as the school has made their decision, they will then offer the

individual the job. If the individual accepts the offer, they will enter the new

hire process. If the individual declines the offer, they will go back into their

pool of applications and go through the process again.

b. Non-Discrimination Policy

i. With this policy, candidates for vacant positions or additional positions

cannot be discriminated against basis on race, color, religion, sex, and

national origin. These job postings must be open and widely posted to

all individuals.

c. Job Descriptions

Job Descriptions can include any and all job duties that may be needed to be performed

as a person in this specific job. It is the supervisor’s responsibility to inform the

employee of their job responsibility and to ensure they understand their responsibilities

towards risk management.

d. Evaluation and Discipline Process

The manner in which an employee’s performance is evaluated needs to be reviewed with

all employees and their needs to be examples provided to employees. It will let them

know how often they will be evaluated and what they will be evaluated on. They will

also be let known of what happens if their performance is beneath the standard set forth

by their job description. The discipline process also needs to be reviewed with all

employees. With performance evaluation and discipline policy in place, employs will

also be made sure they understand the due process procedures that are set in place. These

78

due process procedures will help reduce the risk of a suit brought against the school or

athletic program.

e. Complaints

To ensure the safety of all employees and workers, procedures for filing complaints such

as sexual harassment, hazing, or anything detrimental to the work places will be reviewed

and discussed with all new and current employees.

f. Training

Once an employee has accepted the job offer, her or she must go through training where

they understand their job description and all tasks the employee will be required to

perform on a daily bases. Employees will be informed by their supervisor and any and

all questions will be answered at this time. Once training has completed, the supervisor

and the employee will sign and date the job description and is then put in the employees

file. The employee will also be trained on polices such as:

i. Employee’s rights

ii. Time Off Request

iii. Lunch Procedures

iv. Break Room Guidelines

g. Review all documentation for due process

In due process policies, any employee will be given the opportunity to explain their side

of an issue before further action is taken place. If there is a termination notice given, it

will state the reason and grounds for which the employee is being terminated. Once the

notice is given, the employee also has the opportunity to have a conference where they

79

can rebut the charge and the evidence that was found against them. In this conference,

the employee has the ability to present new evidence in their defense.

h. State and Federal Employment Laws

Along with job training, employees will also be educated on state and federal

employment laws so that they understand how the schools and the program are

cooperating with these laws when creating policies and regulations. These employment

laws are but not limited to the following:

1. Overtime

2. Youth Employment

3. Wage Payment

4. Complaints

5. Employment Discrimination

6. Employer Rights and Responsibilities

7. Employee Rights and responsibilities

i. Post All Required Notices

In the break rooms of the school and in the clock in room, employees can find any and all

required notices that are relevant to their employment, their safety, and general operation

of the school and program.

j. Compliance with Immigration and Naturalization

To ensure that school employees are legal to work in the school system and in the United

States, all employees must fill out and complete work authorization forms (I-9) to verify

that they are legal to work in the United States

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Conduct of Activities

1. Proper Instruction

Proper instruction is the explanation of basic rules and procedures, informing the inherent

danger and risk involved in performing and participating in the sport. It is includes the

taking into account the age and experience of the participants. This starts with the

training of each participant on the proper use of equipment and the proper use of the

facility where the activity is being held. All participants must be observed using the

equipment and the facilities and then informed if they are not using them correctly.

Instructions should be given by trained and qualified staff in the area of instruction.

1. Warnings and Participation Forms

It is the responsibility and duty of all head coaches to have participants forms signed and

on file by the parents and participants before allowing them to participate in a sport or an

activity. To participate, they must have the following forms:

i. Physical Exam

ii. Parental Consent Form

iii. Consent for Emergency Care

iv. Assumption of Risk

v. Warnings of inherent risks

2. Mismatch situations

It is our school’s policy to avoid placing our student athletes and participants in situations

that my result in unreasonable risk. To ensure this, all participants are matched by their

appropriate age, size, experience, and skill.

3. Transportation policy

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Transportation is set by the athletic administration and is the sole means of transportation

of participants to and from athletic events. At no time can a coach or staff member

transport participants in a one-on-one situation. Alternative transportation needs must be

approved by the administration and must be accompanied with full parental consent and

waivers.

4. Hazing Policy

There will be a strict policy when it comes to hazing of any sort on the athletic program

and in the school. Coaches and staff members that are informed of hazing incidents are

required to report the incident straight to the athletic director. It is the head coach’s

responsibility to inform all participants of the hazing policy and that if one is found

involved in hazing, that participant will be removed from athletic participation

immediately following the appropriate due process.

5. Rules

It is the duty and responsibility of the athletic director to develop a standard code of rules

that will apply to any activity or sport. These rules can include eligibility requirements,

participant code of conduct, and general facility rules and regulations. It is duty and

responsibility of all coaches and staff to enforce the rules at all times. These rules also

include all staff and visitors to the facilities as well. If new rules are developed, they

need to be communicated to all staff through their supervisors. Changes and/or

amendments to rules also need to be communicated to staff.

General Supervisory Practices

1. Supervisory Plan

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The supervisory plan is the first line of defense against foreseeable dangers and risks that

could affect participants, staff, and visitors. The plan should address the following when

it comes to the supervision of all areas of an activity

i. Who

ii. What

iii. When

iv. Where

v. How

vi. Why

This plan also involves the duties, responsibilities, qualifications, and schedule of all

superiors involved. To ensure its effectiveness, the plan must be reviewed on a regular

basis.

2. Management of Behavior

When it comes to crowd management and the behavior of patrons, it is a duty that is

owned by all patrons that enter the facility and grounds. It is every staff member’s duty

to protect patrons from unreasonable risk or harm. These risks must be addressed before,

during, and after an event or activity. A crowd management plans needs to address issues

such as:

i. Capacity

ii. Demographics

iii. Location

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As a part of the crowd management plan, staff needs to be trained in their area of work

and trained in crowd management. This plan needs to be reviewed and evaluated on a bi-

annual basis to ensure it’s effectiveness and that it is up to date.

3. Rules and Regulations of Supervisors

Before each event, supervisors need to review the regulations and rules and notify all

staff involved of any policy changes. Any informational signage that includes prohibited

items, rules, exits, and medical care should be posted and displayed in plain sight for staff

and visitors to see. Announcers of the event or activity need to be trained on what

information needs to be relayed or said over the PA system in case of an emergency.

4. Emergency Care

Emergency care is the medical assistance to any injured person in an urgent, immediate

response to an unforeseen situation. To reduce the risk of medical emergencies, an

emergency response plan is necessary. This plan should include

i. Emergency Planning

ii. Appropriate Personnel/Injury Assessment

iii. Adequate Equipment/Certifications

iv. Implementation of Emergency Procedures

5. Protection of All

Along with the protection of patrons from unreasonable risk or harm, it is the school and

program’s duty to protect all participants, staff, and visitors from foreseeable acts of

crime. Proper security will be provided not only to the event itself but also for any area

where participants, staff, and visitors would naturally gather. Having a visible presence

with security personnel and law enforcement is necessary at all events.

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6. Plan of Succession

In the case something were to happen to one or more of the supervisors, a plan of

succession must be in place. It is important to have this plan in place in case a staff

member cannot contact their usual supervisor in the event of an emergency.

Facilities

1. Facility Description

Facilities include any area or building where a staff member, a participant, or a visitor

can and may enter during their time at the event or activity they are attending. It is the

athletic director’s responsibility to reduce or even eliminate any dangerous conditions at

the faculty before they can cause harm to an individual. To do so, a facility audit can be

used to help identify, predict and eliminate hazardous conditions in all areas of the

facility. The audit includes:

i. Checking for hazardous conditions

ii. Equipment

iii. Maintenance

iv. Security

v. Health Hazards

vi. Access Controlled Areas

vii. ADA

viii. OSHA

ix. Signage

2. Hazardous conditions

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Hazardous conditions are any dangerous conditions that are inherent in a facility. It is the

duty of the property manager to address any and all hazardous conditions and remove,

repair, or properly inform individuals of the condition. These conditions need to be

addressed by all members of the staff and a proper reporting process needs to e put into

place to give all staff the ability to help correct a particular hazardous condition.

3. Equipment

The equipment includes all items that participants, visitors, and staff can and would use

during the event or activity. It is the responsibility of employees to check out their

personal equipment and the equipment that might be used by others. Equipment

managers must work closely and together with their head coach to make sure that all

equipment is functional and up to date. Any thing that is found not functional should be

removed immediately from use and must be fixed or discarded. All equipment should be

checked on a bi-annual basis to make sure it is up to date and in proper working order.

4. Facility Layout

The layout of the facility and building must be on display in the appropriate department

in each building, stadium, and field. The layout allows participants, staff, and visitors to

understand where they are in relationship to all accommodations that might be needed at

any given time. The layout also identifies the proper entrance and exit points for an

emergency situation that may occur at any part of the facility or building.

5. Maintenance

The maintenance of the facility is vital to the risk management of the facility. With

proper maintenance, foreseeable risks can be identified and these risks can be addressed

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in a timely manner. Maintenance includes all areas where participants, visitors, and staff

can enter or might enter at any given time during an event.

6. Security

With each facility having it’s own unique security concerns and issues, it is vital that

these concerns are addressed with the proper personal present, signage, cameras, fencing,

restricted areas, keys, and acts of violence.

7. Health Hazards

Health Hazards are a danger to health resulting from exposure to particular environmental

conditions. Examples of these kinds of conditions would include smoking, asbestos, and

chemicals. As the property manager, they must make sure that there is signage for areas

that may contain chemicals and there needs to be proper notifications of the dangers of

the present chemicals. Rules involving tobacco use on campus and in the facility must be

posted and enforced. There need to be washout stations in the case of a chemical

emergency and these stations must be maintained.

8. Access Control

Access control is the control of particular areas in the facility or on the grounds that only

qualified personal or management personal are allowed to access at any time. Access

control involves locking doors, locking fences, and off limits areas. It also involves that

restricted areas around the event that must be controlled if an emergency situation occurs.

9. ADA

Athletic directors and property managers are responsible for adhering to the ADA

regulations at the facility. The regulations require that all public areas be up to code for

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individuals that have physical disabilities. These guidelines involve all areas of the

facility and include the visitors and all staff.

10. OSHA

The Occupational Safety and Health Act is in place at the facility to ensure safe and

healthful working conditions for all employees. It is the duty of the athletic

administration to provide a safe workplace. OSHA provides training, reporting, and

assistance to any institution or organization at any time. Having a certified OSHA trainer

will help reduce the risks and improve the working conditions at the facility.

11. Signage

It is the duty and responsibility of the athletic director and the property manager to have

any and all appropriate signage in plain sight for all staff, visitors, and participants to see.

This signage includes:

i. Exit Signs

ii. Warning Signs

iii. Off Limit Area Signs

iv. Contact Info

v. Emergency Protocols

Crisis Management and Emergency Action Plans

1. Personal Injuries of Participants, Spectators, Staff, and Visitors

If participants, spectators, staff, or visitors are injured as a result of their attendance of the

event, emergency medical personal will tend to their injuries and will provide further

medical attention if necessary at the consent of the individual if they are able to do so.

2. Staff Training

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At the beginning of every school year, all coaches and staff are required to have training

on CPR, First Aid, and AED. If coaches and staff already have an active certification,

they must demonstrate competency on these areas and must be able to perform them. If

coaches and staff are due for recertification or do not have a particular certification, they

will have to get certified before they enter their sport season.

3. Emergency Communications

In the case of an emergency, proper authorities will called immediately (police, medical

personnel, mental health personnel). All staff will be trained on how to make emergency

communications. The location of telephones and other communications devices will be

specified and the emergency phone numbers should be identified.

4. Fire

In the case of a fire, proper staff and personal will escort and lead individuals out of the

area into a designated safe area. As individuals are escorted out, the proper services will

be called (fire department) to assist in the situation.

5. Bomb or Terrorism Threat

It is critical to have a terrorism-specific plan in place just in the case it was to happen.

These plans involve safety and security measures aimed at preventing and managing a

crisis produced by acts of terror. These strategies will be coordinated with all first and

second responder agencies and organizations on the local, state, and federal levels.

6. Civil Disturbance

Planned or unplanned demonstrations may become large and uncontrollable. In some

cases, participants could become violent, causing the destruction of property and injury or

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even death to themselves or observers. City police and school security are prepared for

these emergences and have been trained accordingly.

7. Medical Emergencies

In the case of medical emergencies, at all events, there will be medical personal to handle

any medical emergencies. There are plans in place incase an individual is unable to walk

under their own power and if the individual needs life changing support.

8. Weather-Related Emergencies

With weather-related emergencies, athletic training staff and athletic department personal

constantly monitor the changing weather that occurs during an event or activity. By

looking at radar and forecasts, athletic department personal are able to anticipate and

foresee weather related situations and can properly evacuate the facility to protect the

safety of the patrons.

9. Earthquake

If individuals are inside in an earthquake, individuals, participants, and staff will be

instructed to stay away from windows and to take cover under tables, desks, or brace

themselves in a corner or doorway. If individuals are outside in an earthquake,

individuals, participants, and staff will be instructed not to run stay where they are, and

move away from tall structures.

10. Hazardous Materials

In the case of hazardous materials, individuals will be evacuated and relocated to a

designated safe area that is far from the hazardous material. Once the area is evacuated,

the local police and the environmental health and safety committee will be called to come

in to handle and dispose of the hazardous material.

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11. Evacuation Procedures

With the established facility layout plan, emergency personal, staff, and patrons are able

to see the evacuation route in the case of an evacuation. As individuals are evacuated,

they will be designated to a safe area predetermined by the athletic department.

12. Dealing with participants, family members of victims, lawyers, and the media

In the event of a crisis, the appropriate parties will be identified and informed of the

situation. Participants and their families will be informed first through telephone call

system and parent email. In case these systems were to fail, there would be a public

service announcement through public radio. Once the participants and their families have

been identified to the best of our abilities, the media will then be informed. The media

will be informed of the type of crisis, the medical facility the victim was transported to,

and number of victims. This will be done by the school’s director of public relations.

Insurance Coverage

1. Basic Medical

Basic medical coverage is a policy that is secondary to the primary

insurance of the participant. This coverage should be suggested to all participants that

will participate in interscholastic athletic because of the inherent risks associated with

sport participation. Encouraging this to all participants is fundamental and assisting with

choosing a company can be done. This coverage is not to take the place of primary

insurance but is there to help with any deductible’s that might occur in the event of an

accident.

2. Catastrophic Injury

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Catastrophic injuries can happen and the need to transfer the liability is

necessary. These injuries can include:

i. Disability

ii. Death

iii. Hospital Stays

iv. Surgeries

These injuries are high deductible and low premium policies in place to help

reduce the loss if such an accident where to occur. With proper risk management, the

elimination of a catastrophic injury is the number one priority.

3. General Liability

General liability is for the protection of financial loss when a participant or

visitor is injured or suffers a property loss as a result of negligence of the school or its

employees.

4. Umbrella Liability

Umbrella liability will effectively only be used if you exceed the liability limits

of coverage under your General liability. The umbrella liability amounts range from 1

million to 5 million dollars to be paid for a judgment or settlement against you after your

primary insurance has covered their part

5. Employment Practices Liability

Employment practices liability will cover the organization against claims made

by employees, former employees, or potential employees. It covers issues that range

from; wrongful termination, sexual harassment, equal pay violations, and discrimination

that can involve (sex, race, age and disability).

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6. Liability Protecting Employees

Liability protecting employees insurance is to protect employees from legal

action. The insurance can protect organization against the wrongful act of their

employees. Such actions include but are not limited to misstatements, harassment,

omission and neglect of duty.

7. Property

Property insurance protects the physical property and other related equipment of

the organization from loss due to destruction or damage of the facility. It also protects

the facility contents and equipment and other associated properties

8. Workers’ Compensation

Workers compensation is a requirement by law that applies when an employee is

injured on job or during the course of employment. This is compensation to help the

worker receive compensation of any lost wages that have occurred because of the injury

that has been suffered.

9. Motor Vehicle

Motor vehicle insurance is required on all vehicles that might be used at any

time to transport participants, staff, and visitors. The correct level of insurance should

include collision, comprehensive, and uninsured motorist

10. Event

When hosting an event at the facility the correct insurance must be required by

not only the property owner but by the parties that are using the facility. When having an

event at the facility the purchase of additional insurance is necessary and the correct

paper work and documentation is critical

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Appendix F

Fourteen Legal Duties

1. Duty to Plan

a. Have a yearly plan and keep to the plan throughout the year to analyze and

prevent potential hazards.

b. Have policies in place to prevent and reduce injuries suffered by student-

athletes

2. Duty to Supervise

a. Coaches must be physically present, provide competent instruction,

structure appropriate practices that are appropriate in both age and

maturity level, prevent foreseeable injuries, and respond to injury and/or

trauma that may occur.

b. Coaches must ensure that all facilities are locked and that students of any

sort are denied access when a competent staff member is unable to be

present to supervise

c. Coaches must supervise the condition, safe usage, maintenance, and

upkeep of all equipment and facilities.

3. Duty to Assess an Athlete’s Readiness for Practice and Competition

a. Coaches are required to access the health and physical or maturational

readiness skills and physical condition of athletes

b. Athletes must be medically screened in accordance with CIF regulations

before being able to participate in tryouts, practices, and competition.

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c. Injured athletes who require the services of a physician may not return to

practice or competition without written permission from the physician.

4. Duty to Maintain Safe Playing Conditions

a. Coaches are considered trained professionals who possess a higher level of

knowledge and skill that permits them to identify foreseeable causes of

injury inherent in defective equipment or hazardous environments.

b. Weather conditions must be considered and athletes should not be

subjected to intense or prolonged conditioning during periods of extreme

heat and humidity.

c. A plan for monitoring and responding to dangerous weather conditions is

necessary.

5. Duty to Provide Proper Equipment

a. Coaches must ensure that athletes are properly equipped with clean,

durable and safe equipment.

b. Protective equipment must carry a NOCSAE (National Operating

Commission on Safety in Athletic Equipment) certification and must be

checked for proper fit and wearing.

c. Athletes must wear protective equipment any time there are exposed to the

full rigors of contact in practice or competition.

6. Duty to Instruct Properly

a. Athletic practices must be characterized by instruction that accounts for a

logical sequence of fundamentals that lead to an enhanced progression of

player knowledge, skill and capability.

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b. Instruction must demonstrate appropriate and safe technique and must

include warning about unsafe technique and prohibited practices.

7. Duty to Match Athletes During Practice

a. Athletes in practices should be matched with consideration of the

following:

i. Maturity

ii. Skill

iii. Age

iv. Size

v. Speed

8. Duty to Condition Properly

a. Practices must account for a progression of cardiovascular and

musculoskeletal conditioning regiments that prepare athletes sequentially

for more challenging practices and competitive activities.

b. Consideration must be given to weather, maturational and readiness

factors.

9. Duty to Warn

a. Coaches are required to warn parents and athletes of unsafe practices

specific to a sport and the potential for injury or death.

b. A generic warning, signed by both athletes and parents is included in the

physical packet but sport specific warnings should be included at the

parent meetings for specific sports

10. Duty to Ensure Athletes are Covered by Injury Insurance

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a. Athletes must be cleared through the athletic office prior to participation

and should not be allowed to participate without this clearance.

11. Duty to Provide Emergency Care

a. Coaches are expected to be able to administer approved, prioritized,

standard first aid procedures in response to a range of traumatic injuries.

12. Duty to Develop and Follow an Emergency Response Plan

a. Plans must be in place to do the following:

i. Manage uninjured team members while emergency care is being

administered to an injured athlete.

ii. Ensure access to a stocked first aid kit, spine board and other

emergency response equipment.

iii. Access to a telephone and ensure a timely call to EMS.

iv. Expedite rapid access by EMS to the injured athlete by stationing

coaches or team members at driveways, parking lots, entry doors,

and remote hallways.

13. Duty to Provide Proper Transportation

a. District transportation should be utilized as much as possible for travel to

athletic events.

b. Ensure that all athletes are on the bus before it departs from an away

contest.

c. Coaches and/or parent drivers must have district volunteer driver forms to

drive athletes

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14. Duty to Select, Train, and Supervise Coaches

a. Athletic administrators will be expected to ensure coaches are capable of

providing safe conditions and activities as outlined in the preceding list of

13 duties.

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Appendix G

Complete Strength and Conditioning Program

POST-SEASON (11/13-1/11) The athlete can perform any of the following low intensity and low volume recreational

activities (ACTIVE REST) Swimming

Jogging Basketball

OFF-SEASON (1/12-7/20) INITIAL PRETESTING

Day #1 of Testing (1/12) Day #2 of Testing (1/13) Day #3 of Testing (1/14)

Vertical Jump Pro Agility 1-REP MAX on Power

Clean

Broad Jump

1-REP MAX on Back Squat

40 Yard Sprint 185lbs Rep Test on Bench Press

Microcycle #1 (1/16-2/3) HYPERTROPHY/ENDURANCE Day 1 Day 3 Day 5

Bench Press (3 sets of 10-20 reps)

Power Clean (3 sets of 10-20 reps)

Squat (3 sets of 10-20 reps)

DB Overhead Triceps Extensions (3 sets of 8-10 reps)

Lat Pull downs (3 sets of 10-12 reps)

Seated Leg Extensions (3 sets of 8-10 reps)

Triceps Dips on Flat bench w/feet flat on floor (BODY WEIGHT)

(3 sets of 8-10 reps)

Assisted Pull-ups (3 sets of 10-12 reps)

Seated Leg Curls (3 sets of 8-10 reps)

DB Front & Side Shoulder Raises (3 sets of 8-10 reps)

Seated Cable Rows (3 sets of 10-12 reps)

DB Front & Side Shoulder Raises

(3 sets of 8-10 reps)

Alternating DB Shoulder Press (3 sets of 8-10 reps)

DB Bicep Curls (3 sets of 10-12 reps)

each arm

Alternating DB Shoulder Press

(3 sets of 8-10 reps) Planks (Front/Left Side/Right Side)

60 seconds each continuously (3 times each)

Abdominal Crunches (3 sets of 20-25 reps)

Supine Leg Lifts (3 sets of 15-20 reps)

Russian Twists (3 sets of 15-20 reps) on each side

Supermans (3 sets of 20-25 reps)

V-Sit Ups (3 sets of 15-20 reps)

Microcycle #2 (2/6-2/24) BASIC STRENGTH Day 1 Day 3 Day 5

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Bench Press (3 sets of 4-8 reps)

Power Clean (3 sets of 4-8 reps)

Squat (3 sets of 4-8 reps)

DB row kickbacks (3 sets of 8-10 reps)

High Pulls (3 sets of 10-12 reps)

Dead lift (3 sets of 8-10 reps)

Lying Triceps Extension (3 sets of 8-10 reps)

Incline Y Raise (3 sets of 10-12 reps)

DB Lunges (3 sets of 8-10 reps each

leg)

Push Press (3 sets of 8-10 reps)

One Arm Rows (3 sets of 10-12 reps each

arm)

DB Standing Scarecrow (3 sets of 8-10 reps)

Bar Upright Row (3 sets of 8-10 reps)

DB Hammer Curl (3 sets of 10-12 reps)

each arm

DB Shrugs (3 sets of 8-10 reps)

Abdominal Twist (3 sets of 8-10 reps)

Barbell Rollout (3 sets of 20-25 reps)

Abdominal Reverse Curl (3 sets of 15-20 reps)

Barbell Side bend (3 sets of 15-20 reps) on each side

Bicycle Kicks (3 sets of 20-25 reps)

Elevated-feet Plank (3 sets of 15-20 reps)

Unloading Week #1 (2/27-3/2) Day 1 Day 3 Day 5

Bench Press (2 sets of 6-8 reps)

Power Clean (2 sets of 6-8 reps)

Squat (2 sets of 6-8 reps)

Planks (Front/Left Side/Right Side) 60 seconds each continuously (3 times

each)

Abdominal Crunches (3 sets of 20-25 reps)

Supine Leg Lifts (3 sets of 15-20 reps)

Russian Twists (3 sets of 15-20 reps) on each side

Supermans (3 sets of 20-25 reps)

V-Sit Ups (3 sets of 15-20 reps)

Microcycle #3 (3/5-3/23) HYPERTROPHY/ENDURANCE Day 1 Day 3 Day 5

Bench Press (3 sets of 10-20 reps)

Power Clean (3 sets of 10-20 reps)

Squat (3 sets of 10-20 reps)

Decline close-grip bench (3 sets of 8-10 reps)

Bent Over Rows (3 sets of 10-12 reps)

Seated Leg Extensions (3 sets of 8-10 reps)

Diamond Push-ups (3 sets of 8-10 reps)

Neutral-grip pull-up (3 sets of 10-12 reps)

Seated Leg Curls (3 sets of 8-10 reps)

Barbell behind neck press (3 sets of 8-10 reps)

Seated Reverse Flys (3 sets of 10-12 reps)

DB Front & Side Shoulder Raises

(3 sets of 8-10 reps)

Incline should rotation (3 sets of 8-10 reps)

Z-bar Curls (3 sets of 10-12 reps)

each arm

Alternating DB Shoulder Press

(3 sets of 8-10 reps) Bar Crunches

(3 sets of 15-20 reps) Abdominal Twist

(3 sets of 8-10 reps) Abdominal Bridges

(3 sets of 15-20 reps)

DB Side Bends (3 sets of 15-20 reps) on each side

Barbell Side bend (3 sets of 15-20 reps) on

each side

Cable Torso Rotation (3 sets of 15-20 reps)

Microcycle #4 (3/26-4/13) BASIC STRENGTH

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Day 1 Day 3 Day 5 Bench Press

(3 sets of 4-8 reps) Power Clean

(3 sets of 4-8 reps) Squat

(3 sets of 4-8 reps) DB row kickbacks

(3 sets of 8-10 reps) High Pulls

(3 sets of 10-12 reps) Dead lift

(3 sets of 8-10 reps)

Lying Triceps Extension (3 sets of 8-10 reps)

Incline Y Raise (3 sets of 10-12 reps)

DB Lunges (3 sets of 8-10 reps each

leg)

Push Press (3 sets of 8-10 reps)

One Arm Rows (3 sets of 10-12 reps each

arm)

DB Standing Scarecrow (3 sets of 8-10 reps)

Bar Upright Row (3 sets of 8-10 reps)

DB Hammer Curl (3 sets of 10-12 reps)

each arm

DB Shrugs (3 sets of 8-10 reps)

Abdominal Twist (3 sets of 8-10 reps)

Barbell Rollout (3 sets of 20-25 reps)

Abdominal Reverse Curl (3 sets of 15-20 reps)

Barbell Side bend (3 sets of 15-20 reps) on each side

Bicycle Kicks (3 sets of 20-25 reps)

Elevated-feet Plank (3 sets of 15-20 reps)

Unloading Week #2 (4/16-4/20) Day 1 Day 3 Day 5

Bench Press (2 sets of 6-8 reps)

Power Clean (2 sets of 6-8 reps)

Squat (2 sets of 6-8 reps)

Planks (Front/Left Side/Right Side) 60 seconds each continuously (3 times

each)

Abdominal Crunches (3 sets of 20-25 reps)

Supine Leg Lifts (3 sets of 15-20 reps)

Russian Twists (3 sets of 15-20 reps) on each side

Supermans (3 sets of 20-25 reps)

V-Sit Ups (3 sets of 15-20 reps)

Microcycle #5 (4/23-5/11) BASIC STRENGTH Day 1 Day 3 Day 5

Bench Press (3 sets of 4-8 reps)

Power Clean (3 sets of 4-8 reps)

Squat (3 sets of 4-8 reps)

DB Overhead Triceps Extensions (3 sets of 8-10 reps)

Lat Pull downs (3 sets of 10-12 reps)

Seated Leg Extensions (3 sets of 8-10 reps)

Triceps Dips on Flatbench w/feet flat on floor (BODY WEIGHT)

(3 sets of 8-10 reps)

Assisted Pull-ups (3 sets of 10-12 reps)

Seated Leg Curls (3 sets of 8-10 reps)

DB Front & Side Shoulder Raises (3 sets of 8-10 reps)

Seated Cable Rows (3 sets of 10-12 reps)

DB Front & Side Shoulder Raises

(3 sets of 8-10 reps)

Alternating DB Shoulder Press (3 sets of 8-10 reps)

DB Bicep Curls (3 sets of 10-12 reps)

each arm

Alternating DB Shoulder Press

(3 sets of 8-10 reps) Planks (Front/Left Side/Right Side)

60 seconds each continuously (3 times each)

Abdominal Crunches (3 sets of 20-25 reps)

Supine Leg Lifts (3 sets of 15-20 reps)

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Russian Twists (3 sets of 15-20 reps) on each side

Supermans (3 sets of 20-25 reps)

V-Sit Ups (3 sets of 15-20 reps)

Microcycle #6 (5/14-6/1) STRENGTH/POWER Day 1 Day 3 Day 5

Bench Press (3 sets of 2-5 reps)

Power Clean (3 sets of 2-5 reps)

Squat (3 sets of 2-5 reps)

DB row kickbacks (3 sets of 8-10 reps)

High Pulls (3 sets of 10-12 reps)

Dead lift (3 sets of 8-10 reps)

Lying Triceps Extension (3 sets of 8-10 reps)

Incline Y Raise (3 sets of 10-12 reps)

DB Lunges (3 sets of 8-10 reps each

leg)

Push Press (3 sets of 8-10 reps)

One Arm Rows (3 sets of 10-12 reps each

arm)

DB Standing Scarecrow (3 sets of 8-10 reps)

Bar Upright Row (3 sets of 8-10 reps)

DB Hammer Curl (3 sets of 10-12 reps)

each arm

DB Shrugs (3 sets of 8-10 reps)

Abdominal Twist (3 sets of 8-10 reps)

Barbell Rollout (3 sets of 20-25 reps)

Abdominal Reverse Curl (3 sets of 15-20 reps)

Barbell Side bend (3 sets of 15-20 reps) on each side

Bicycle Kicks (3 sets of 20-25 reps)

Elevated-feet Plank (3 sets of 15-20 reps)

Unloading Week #3 (6/2-6/10) Day 1 Day 3 Day 5

Bench Press (2 sets of 6-8 reps)

Power Clean (2 sets of 6-8 reps)

Squat (2 sets of 6-8 reps)

Planks (Front/Left Side/Right Side) 60 seconds each continuously (3 times

each)

Abdominal Crunches (3 sets of 20-25 reps)

Supine Leg Lifts (3 sets of 15-20 reps)

Russian Twists (3 sets of 15-20 reps) on each side

Supermans (3 sets of 20-25 reps)

V-Sit Ups (3 sets of 15-20 reps)

Microcycle #7 (6/11-6/29) BASIC STRENGTH Day 1 Day 3 Day 5

Bench Press (3 sets of 4-8 reps)

Power Clean (3 sets of 4-8 reps)

Squat (3 sets of 4-8 reps)

Decline close-grip bench (3 sets of 8-10 reps)

Bent Over Rows (3 sets of 10-12 reps)

Seated Leg Extensions (3 sets of 8-10 reps)

Diamond Push-ups (3 sets of 8-10 reps)

Neutral-grip pull-up (3 sets of 10-12 reps)

Seated Leg Curls (3 sets of 8-10 reps)

Barbell behind neck press (3 sets of 8-10 reps)

Seated Reverse Flys (3 sets of 10-12 reps)

DB Front & Side Shoulder Raises

(3 sets of 8-10 reps)

Incline should rotation (3 sets of 8-10 reps)

Z-bar Curls (3 sets of 10-12 reps)

each arm

Alternating DB Shoulder Press

(3 sets of 8-10 reps) Bar Crunches

(3 sets of 15-20 reps) Abdominal Twist

(3 sets of 8-10 reps) Abdominal Bridges

(3 sets of 15-20 reps)

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DB Side Bends (3 sets of 15-20 reps) on each side

Barbell Side bend (3 sets of 15-20 reps) on

each side

Cable Torso Rotation (3 sets of 15-20 reps)

Microcycle #8 (2-WEEK) (7/2-7/13) STRENGTH/POWER Day 1 Day 3 Day 5

Bench Press (3 sets of 2-5 reps)

Power Clean (3 sets of 2-5 reps)

Squat (3 sets of 2-5 reps)

DB Overhead Triceps Extensions (3 sets of 8-10 reps)

Lat Pull downs (3 sets of 10-12 reps)

Seated Leg Extensions (3 sets of 8-10 reps)

Triceps Dips on Flat bench w/feet flat on floor (BODY WEIGHT)

(3 sets of 8-10 reps)

Assisted Pull-ups (3 sets of 10-12 reps)

Seated Leg Curls (3 sets of 8-10 reps)

DB Front & Side Shoulder Raises (3 sets of 8-10 reps)

Seated Cable Rows (3 sets of 10-12 reps)

DB Front & Side Shoulder Raises

(3 sets of 8-10 reps)

Alternating DB Shoulder Press (3 sets of 8-10 reps)

DB Bicep Curls (3 sets of 10-12 reps)

each arm

Alternating DB Shoulder Press

(3 sets of 8-10 reps) Planks (Front/Left Side/Right Side)

60 seconds each continuously (3 times each)

Abdominal Crunches (3 sets of 20-25 reps)

Supine Leg Lifts (3 sets of 15-20 reps)

Russian Twists (3 sets of 15-20 reps) on each side

Supermans (3 sets of 20-25 reps)

V-Sit Ups (3 sets of 15-20 reps)

POST-TESTING (7/16-7/20) Day #1 of Testing (7/16) Day #2 of Testing (7/18) Day #3 of Testing (7/20)

Vertical Jump Pro Agility 1-REP MAX on Power

Clean

Broad Jump

1-REP MAX on Back Squat

40 Yard Sprint 185lbs Rep Test on Bench Press

PRESEASON (7/21-9/1)

MICROCYCLE #1 (7/23-8/10) Day 1 Day 3 Day 5

Bench Press (3 sets of 2-5 reps)

Power Clean (3 sets of 2-5 reps)

Squat (3 sets of 2-5 reps)

Decline close-grip bench (3 sets of 8-10 reps)

Bent Over Rows (3 sets of 10-12 reps)

Seated Leg Extensions (3 sets of 8-10 reps)

Diamond Push-ups (3 sets of 8-10 reps)

Neutral-grip pull-up (3 sets of 10-12 reps)

Seated Leg Curls (3 sets of 8-10 reps)

Barbell behind neck press (3 sets of 8-10 reps)

Seated Reverse Flys (3 sets of 10-12 reps)

DB Front & Side Shoulder Raises

(3 sets of 8-10 reps)

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Incline should rotation (3 sets of 8-10 reps)

Z-bar Curls (3 sets of 10-12 reps)

each arm

Alternating DB Shoulder Press

(3 sets of 8-10 reps) Bar Crunches

(3 sets of 15-20 reps) Abdominal Twist

(3 sets of 8-10 reps) Abdominal Bridges

(3 sets of 15-20 reps)

DB Side Bends (3 sets of 15-20 reps) on each side

Barbell Side bend (3 sets of 15-20 reps) on

each side

Cable Torso Rotation (3 sets of 15-20 reps)

MICROCYCLE #2 (8/13-8/30) Day 1 Day 3 Day 5

Bench Press (3 sets of 2-5 reps)

Power Clean (3 sets of 2-5 reps)

Squat (3 sets of 2-5 reps)

DB row kickbacks (3 sets of 8-10 reps)

High Pulls (3 sets of 10-12 reps)

Dead lift (3 sets of 8-10 reps)

Lying Triceps Extension (3 sets of 8-10 reps)

Incline Y Raise (3 sets of 10-12 reps)

DB Lunges (3 sets of 8-10 reps each

leg)

Push Press (3 sets of 8-10 reps)

One Arm Rows (3 sets of 10-12 reps each

arm)

DB Standing Scarecrow (3 sets of 8-10 reps)

Bar Upright Row (3 sets of 8-10 reps)

DB Hammer Curl (3 sets of 10-12 reps)

each arm

DB Shrugs (3 sets of 8-10 reps)

Abdominal Twist (3 sets of 8-10 reps)

Barbell Rollout (3 sets of 20-25 reps)

Abdominal Reverse Curl (3 sets of 15-20 reps)

Barbell Side bend (3 sets of 15-20 reps) on each side

Bicycle Kicks (3 sets of 20-25 reps)

Elevated-feet Plank (3 sets of 15-20 reps)

INSEASON (9/3-11/3) Day 1 Day 2

DB Bench Press (3 sets of 6-8 reps)

Kettlebell Squats (3 sets of 6-8 reps)

DB Front & Side Shoulder Raises (3 sets of 6-8 reps)

DB Front & Side Shoulder Raises

(3 sets of 6-8 reps) Alternating DB Shoulder Press

(3 sets of 6-8 reps)

Alternating DB Shoulder Press

(3 sets of 6-8 reps) Body Weight Bench Dips

(3 sets of 6-8 reps)

DB Lunges (3 sets of 6-8 reps on

each leg)

Planks (Front/Left Side/Right Side) 60 seconds each continuously (3 times

each)

Planks (Front/Left Side/Right Side) 60 seconds each

continuously (3 times each)

104

V-Sit Ups (3 sets of 15-20 reps)

V-Sit Ups (3 sets of 15-20 reps)