So during my quarantine couch time this week, I clicked on the Vimeo app on my smart tv. While browsing through my feed, I found all the videos from my Coaches-Clinic subscription and started looking through them for something that peaked my interest. I scrolled through until I find one titled "The Trap" 5-3 Defense, which I am now kicking myself for not noticing before.
I have tried installing many defenses over the years: 33 Stack, Wide Tackle 6, Wide Tackle 7, 4-4, 4-3, Killer Bee, 46 and for the past couple of years the "Simplest 3-5-3". All of these have their strengths and weaknesses. In my opinion, the 46's were the best against inside runs, the Killer Bee's Cover 4 was by far the best pass coverage and the 3-5-3 was the best against outside and off tackle runs (before everyone jumps in to argue defenses, remember I said "In my opinion"). The teams on my schedule are heavy on spread and running outside so I have stayed with the 3-5-3.
Nate Albaugh, a HS coach in Illinois, who I purchased the Simplest 3-5-3 video series from, lives and dies in Cover-3 coverage. His answer to defending 4 and 5 WR spread passing games is to get better at teaching Cover-3. I learned a lot from him about teaching the 3 deep DBs how to position themselves and break on the ball faster to cover 4 or more deep threats, but we still give up too many deep passes. I had just accepted that as a risk of having a solid run stopping scheme up front.
The Trap 5-3 (misnomer: this defense is multiple; sometimes it is 5-3, sometimes 3-5-3, 4-4, 5-4, 6-2,7-1...) also bases out of Cover-3 but CoachCraig has developed simple adjustments, tags and formation shifts to cover basically everything an offense will throw at you, and it's so simple I can understand it and teach it. You just have to be careful to not try to install everything. Pick the adjustments you need for your situation.
It's a great defense. Then I watched the Dove Potter "Turnover's By Design" clinic and I am more fired up about calling the defense this year than ever before.
The Trap 5-3 (misnomer: this defense is multiple; sometimes it is 5-3, sometimes 3-5-3, 4-4, 5-4, 6-2,7-1...) also bases out of Cover-3 but CoachCraig has developed simple adjustments, tags and formation shifts to cover basically everything an offense will throw at you, and it's so simple I can understand it and teach it.
--That's the key. There seems to be a general consensus that coaches have the ability to teach pretty much anything, nowadays. ("Hmmm, should I run the Spread or the Wing-T this year?") That just isn't the case. Especially when most "coaches" seem to believe that a different formation is a different offense. ("Oh, we ran the Wishbone, Double Wing, Power-I, and Spread last week," as they base-blocked everything.) And when their players don't learn it, they are chastised for "not wanting it," or excuses are offered up like "they had never played before" or "we had all the young players"... Nathan made two important points: 1) that he could UNDERSTAND it and 2) that he could TEACH it. Too many coaches try to teach what they obviously don't understand and then make the excuse that the reason their players don't understand it is because it's "too complicated for the player" when it was actually too complicated for the coach. Nathan also understands the vital point that he can teach it.
So how does one learn to teach, and then teach well? I'd offer that you take your son to the back yard and teach him a drill or fundamental while recording the audio or audio/video on your phone. Then go back and listen/watch your instructions while seeing how he performed. How long did it take him to comprehend and execute your instructions to a high level? How many extraneous words did you use? How could you improve your teach by making it more economical, detailed, or in a better order? Go back and trim the fat, re-order the install, give better detail. Then listen to it in the shower and while driving and analyze the job you did in offering instruction.
Then I watched the Dove Potter "Turnover's By Design" clinic and I am more fired up about calling the defense this year than ever before.
--I've been called a lot of things over the years, Nathan. But never a "dove." ?
--Dave
"The Greater the Teacher, the More Powerful the Player."
The Mission Statement: "I want to show any young man that he is far tougher than he thinks, that he can accomplish more than what he dreamed and that his work ethic will take him wherever he wants to go."
#BattleReady newhope
If your organization meets in the off-season, I'd suggest that each coach get assigned a drill that he needs to demonstrate and coach the other coaches at the next meeting. You'll find out real quick who can teach and who can't.
--Dave
"The Greater the Teacher, the More Powerful the Player."
The Mission Statement: "I want to show any young man that he is far tougher than he thinks, that he can accomplish more than what he dreamed and that his work ethic will take him wherever he wants to go."
#BattleReady newhope
'-I've been called a lot of things over the years, Nathan. But never a "dove." '
From my personal history and experiences, there's only one comparison that fits you, Dave. Your approach to coaching football is very similar to Senior Drill Instructor Staff Sergeant Crawford's approach to training Marines. I was ready to storm the beach under heavy fire and whip the enemy when he got through with me. I see a similar level of effort and confidence in the videos of your teams. I am not insinuating that you treat your players like Marine recruits (you would be in prison if you did), but there are a lot of similarities in the methods.
Your approach to coaching football is very similar to Senior Drill Instructor Staff Sergeant Crawford's approach to training Marines. I was ready to storm the beach under heavy fire and whip the enemy when he got through with me. I see a similar level of effort and confidence in the videos of your teams.
Players have got to want to play. If not because of the game itself, then for you. If not for you, then for themselves. Many coaches complain about the selfishness of today's player; that they aren't "team players." That may be, but I teach them that they have to play for something or someone. And even if they are only playing for themselves, that can be an incredible motivating factor for a young man. But regardless, as their coach we need to find out why they play and what they want to play for.
When I ask coaches about a particular player on their team, "Who is he playing for?" They look at me like I'm crazy. If you don't know what motivates your players, then you are destined to have many players who aren't motivated.
We set the bar incredibly high for our teams. We also know that players have to be motivated in order to play for us. The training aspect of what we do is simply too much for any player who isn't motivated. But the other half of it is knowing the player and why he's there. There's a book called, "The Five Love Languages: How to Express Heartfelt Commitment to Your Mate" by Gary Chapman. A coach needs to learn his coaching languages. And one way to learn his languages is to understand his player. We take the time to do so. Many don't.
Four languages that coaches should know how to "speak" are those relating to "trust," "motivation," "care" and "insight."
Do you trust your player? Not only to fulfill his assignment on the field, but to do the right thing when you aren't around. Make no mistake: Trust can be a challenge. But you gain trust through the investment of time with that player and learning him.
Can you motivate? It's less about you being able to motivate him and more about teaching him how to motivate himself. That's why speeches don't work. I don't do a lot of group-speak. I talk to my players one-on-one.
And care? Do you care about him? Does the player care about you? If he doesn't, then you are lost.
How much insight do you have about your player's situation? Whether it's his home life, relationships or academic situation, how much do you know? If you have insight to his particular situation, then you have the keys to the car for that particular player. I have dealt with so many difficult players, over the years. But they each have a story. And once you know that story, it will be impossible for you to write him off. Actually, I'm willing to bet the opposite will be true: you'll be more likely to go through fire and back for him. And him, for you.
Does this approach work? I've learned that it does. If there's something you've never heard me complain about, it's that my kids weren't motivated to play. And yet I've coached different ages, grades, schools and orgs. I've coached in the inner city (Durham Eagles), as well as the country's richest parking lot, GHHS. ("While the school has gained a reputation for being brainy, it’s also known for being wealthy. Many parents who move to western Cary work in the technology industry in Research Triangle Park."--News and Observer.)
So if it works with every age group and with each dynamic, then what's the one constant? Luck? If that's it, then it's followed me everywhere I go. I'd say it's far more likely that I've learned a coaching language that I've been able to apply to wherever I've been a header.
--Dave
"The Greater the Teacher, the More Powerful the Player."
The Mission Statement: "I want to show any young man that he is far tougher than he thinks, that he can accomplish more than what he dreamed and that his work ethic will take him wherever he wants to go."
#BattleReady newhope
"Players have got to want to play. If not because of the game itself, then for you. If not for you, then for themselves. Many coaches complain about the selfishness of today's player; that they aren't "team players." That may be, but I teach them that they have to play for something or someone. And even if they are only playing for themselves, that can be an incredible motivating factor for a young man. But regardless, as their coach you need to find out why they play and what they want to play for."
We do something called a "Dedication Game" where players dedicate that week's game to someone important in their life. They are supposed to call that person the night before the game and tell them why they are dedicating that game to them. We also ask players (during practice) who they are dedicating their game to and the reason for choosing that person. Some players are uncomfortable about speaking up in a group and sharing personal feelings, but in our experience, once someone decides to speak up, others will follow. While this can give you a glimpse of who's important in your players' lives and it can certainly bring a team together, it teaches young men to think about and consider someone other than themselves. The "Dedication Game" is not finding out why they play and what they want to play for.
You won't even find out the answer to this by simply asking them, as most kids don't have an answer because they've never thought about it.
But you can find out by "priming the pump." Have them think about what that reason is. But don't look for them to give you an answer. You'll find the answer by paying attention to who they are and how they go about doing things.
--Dave
"The Greater the Teacher, the More Powerful the Player."
The Mission Statement: "I want to show any young man that he is far tougher than he thinks, that he can accomplish more than what he dreamed and that his work ethic will take him wherever he wants to go."
#BattleReady newhope
Anyone know if Coach Craig has a manual available for the trap 5-3? I watched the clinic and I’d like to read more.
I don’t know. What are you looking for in a manual?
I screenshot the slides in the video and printed them out. Then I cut out the ones I don’t plan on using.
@32wedge I was looking for more in depth info on assignments and keys for each position. He goes into depth on the DE play but not a whole lot on the other positions. I was especially curious how he adjusts to rocket motion. As I understand it, the ends play through the TE while keying the deepest back. Seems like if the End is supposed to blow that TE up he’s gonna have no shot on rocket toss.
One of the reasons I liked this defense so much was that it has adjustments that will help make the defense I am already running better. I can answer your questions from my perspective but I can’t speak for CoachCraig.
Defensive responsibility depends on alignment and the called coverage to that side. The DE is not responsible for contain as long as you are playing zone coverage to that side. The OLB is the contain man. The DE is spilling outside runs to the OLB and CB with MLB pursuing from the inside and Free Safety filling the alley.
If the OLB and CB are in man coverage to that side, then the DE needs to contain or you are in trouble.
If the offense has only a TE to that side and no detached receiver, the OLB will be aligned in a 60 tech position 2 yards straight back from the TE and the CB will be 5 yards off 3 yards outside of the TE. When the Rocket motion comes through the backfield the CB will have to treat him as receiver #1 and be moving out with him and has contain when the ball is pitched. As soon as the OLB sees the toss he has a great angle to stop the play for no gain.
If there is a detached #1 and a TE, the Rocket motion man is #2 receiver and that makes 3 receivers to that side so we are automatically going to zone coverage that side. The OLB aligns on #2, so he needs to be moving presnap from his 60 technique to be in position to intercept Rocket man.
If there are 2 or more detached receivers, I flex my DEs 2x2. That is where we had the most success in the 3-5-3. CoachCraig calls that a STACK tag. It will be automatic for us. From there, he will see the Rocket motion and make the tackle on toss plays or force the ball to the OLB who jams the #2 and sits in the flats.
If your OLBs and CBs can’t get off their blocks, you are screwed against rocket or anything else outside.
I help this helps some and doesn’t confuse you.
I'd offer that you take your son to the back yard and teach him a drill or fundamental while recording the audio or audio/video on your phone. Then go back and listen/watch your instructions while seeing how he performed. How long did it take him to comprehend and execute your instructions to a high level? How many extraneous words did you use? How could you improve your teach by making it more economical, detailed, or in a better order? Go back and trim the fat, re-order the install, give better detail. Then listen to it in the shower and while driving and analyze the job you did in offering instruction.
Never thought of this before. How elegant! I stole Clark's idea of watching a player 4 plays in a row to help fix him; I will use this to help fix me.
The object of life is not to be on the side of the majority, but to escape finding oneself in the ranks of the insane.- Marcus Aurelius
I'm an elegant guy.
--Dave
"The Greater the Teacher, the More Powerful the Player."
The Mission Statement: "I want to show any young man that he is far tougher than he thinks, that he can accomplish more than what he dreamed and that his work ethic will take him wherever he wants to go."
#BattleReady newhope
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