By Mike Kuchar, Senior Research Manager, X&O Labs
The pervading definition of coaching is “getting the most out of your players.” Most coaches won’t argue with this generality, so we wanted to research the process behind what successful coaches are doing on a yearly basis to develop their student-athletes. We focused on the strain that is endured in order for players to reach their ultimate potential. We reached out to 12 coaches, at all levels of collegiate ball, to ask them what they do, starting now in the off-season, to get their teams to peak at their highest level when their highest level is needed. Our research is segmented into four cases: off-season mental development, off-season physical development, in-season mental development and off-season mental development. Our contributors had a combined win percentage of .734 including 47 division championships and three national titles all within the last three seasons. Read this research report here.
By Mike Kuchar
Senior Research Manager
“Coaching is about getting the most out of your players.” It is an axiom that I first heard uttered by Russ Grimm, the offensive line coach for the Tennessee Titans and original “hog” himself with the Washington Redskins. While it’s hard to argue the validity of that phrase, the difficulty in that task lies in what coaches call the “strain,” or the process in developing your players. There is a fine line that distinguishes mediocre and success in coaching and while much of it can be attributed to pure talent, how coaches extract that talent can often be a thing of beauty. It is that process of strain, that became the focal point of this study.
So, when we started research for this project, we reached out to many of the coaches in our network with one request: “Select one head football coach that gets the most from his players year in and year out.” While an abundance of names came pouring in, we went after those that kept reoccurring and while we didn’t get in touch with all of them, we were able to with 12 head football coaches, with all levels of collegiate ball represented, to ask them how they develop their players. Our research was segmented into four cases:
- Off-season mental development
- Off-season physical development
- In-season mental development
- In-season physical development
Most of our contributors have been head football coaches for over a decade. Our twelve contributors have amassed some staggering numbers collectively as head coaches, which include:
- 734 wins
- 711 win percentage throughout their tenure as a head coach
- 47 division championships
- 3 national championships (all within the last three seasons)
The list of contributors to this study is below:
Contributors (in Alphabetical Order)
Chris Ash, Head Football Coach, Rutgers University
Glenn Caruso, Head Football Coach, University of St. Thomas (MN)
Mark Farley, Head Football Coach, University of Northern Iowa
PJ Fleck, Head Football Coach, Western Michigan University
Peter Fredenburg, Head Football Coach, University of Mary Hardin-Baylor (TX)
Vince Kehres, Head Football Coach, Mount Union University (OH)
Chris Klieman, Head Football Coach, North Dakota State University
Ron Korfmacher, Head Football Coach, Taylor University (IN)
Matt Mitchell, Head Football Coach, Grand Valley State University (MI)
Tim Murphy, Head Football Coach, Harvard University
Bob Stitt, Head Football Coach, University of Montana
John Steigelmeier, Head Football Coach, South Dakota State University
Case 1: Developing the Off-Season Mentality
In this case, we studied what these coaches were doing in the off-season to develop the mental capacity of their players. We all know that it’s the cohesiveness and resilience of a football program that is developed from January to spring ball. We wanted to find out how head coaches were developing players in this area as it pertains to the following components:
- A character development program
- A leadership council among players
- The infusion of a sports psychology program
Case 2: Developing the Off-Season Physicality
Ask any successful head coach what separates their program from others in the off-season, and he will tell you the weight program. Such was the case with the twelve head coaches that contributed to this report. So, we wanted to study how they were developing their weight program, particularly their am mat drills. We wanted to find out how they (along with their strength and conditioning coach) were developing culture of competition in the weight room and getting players to compete at their highest level when expected to. Some of the components we covered include the following:
- Distinction of weight program (mat drills, etc.)
- Integration of Nutrition
- Creating a culture of competition
Case 3: Developing the In-Season Mentality
Once the season starts in fall camp, collegiate head coaches get tied up with the continual routine of game prep, injury reports and media requests so it becomes challenging to check in with active (and inactive) players. But we’ve found the most successful coaches take the time weekly, even daily to track the pulse of their players. This could come in the form of individual meetings, classroom sessions or even outings and the focus is completely on their well-being. Some of the components we covered include the following:
- Fostering the one on one interaction of student-athletes (personal relationships)
- Finding ways to motivate players during a long season
- Working with injured players
- Developing accountability in academics
Case 4: Developing the In-Season Physicality
In this case, we were curious to find how coaches were getting their players to compete at a high level week in and week out. At the FCS, Division 2 and Division 3 level a football season could last up to 15 games. How do these successful programs keep its edge without getting worn out by the daily grind? How do these coaches navigate through constant injury, which was the case for Coach Stitt’s program at Montana who went through three quarterbacks the entire season? Some of the components we covered include the following:
- Adjusting scheme to fit personnel yearly (keeping the process of consistency)
- Developing 2nd/3rd unit players to be game ready
Bonus Case: Working with Today’s Student-Athletes
With today’s world of instant gratification and with the inundation of a social media environment, we were curious to see how these coaches were working with players in this generation. So, we asked contributors the following question:
What is something you’ve done to adjust your coaching methodology or personality when working with today’s student-athletes?
Get the Full Report…
Join X&O Labs’ Insiders, an exclusive membership-based website, and you’ll get instant access to the full-length version of this report – including access to everything X&O Labs has ever published. Plus, if you join today, you’ll also receive up to 4 FREE books mailed directly to your home or office. Here’s just a small sample of what you’ll find in the full-length version of this report:
- What these coaches are doing to develop the off-season mental development of their student-athletes, including character development programs, leadership councils and infusions of sports psychology.
- What these coaches are doing to create a culture of competition in their off-season programs.
- How these coaches are fostering the one-on-one interactions with their student-athletes in the in-season, balancing a rigorous time demands and academic responsibilities.
- How these successful coaches are able to adapt their scheme to fit their personnel on a yearly basis and how they are able to prepare second and third unit players to be game ready.
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It was from former Ohio State University head coach Jim Tressel where I first heard the quote “Concern for man and his fate must be the chief interests of all technical endeavors. Never forget this in the midst of your diagrams and equations.” Coach Tressel was quoting Einstein who apparently could have been a good football coach. Scheme is important as are fundamentals, but the most successful coaches, as proven by this study, place their priority on developing those they lead more than any other intangible.