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ОглавлениеCHAPTER 3
MOTIVATION
You have to recognize where you are but not lose the vision of where you want to go.
We start with motivation.
When you think of the role of a coach, what is one of the first things that should be in any coach’s job description? What is one of the top qualities? The ability to motivate. “Influence” is another term we often hear. I’ve heard leadership guru John Maxwell make this statement: “Leadership is influence, nothing more, nothing less.”8 Influence is the capacity to have an effect on the character, development, or behavior of someone or something. To affect the character … the development … the behavior.
So, it seems that a coach’s capacity to motivate someone is of utmost importance to his or her effectiveness as a leader and a coach. Earlier, I shared the Alpine Institute study that found that only 36 percent of coaches have effective motivational technique training. If you are going to be truly effective at any level of coaching, then increasing your capacity to positively motivate people is an imperative skill for succeeding with your players and teams. If we understand that one of our primary roles is that of a motivator, then to be effective as a coach, leader, and motivator we need to get to know people and understand what motivates them.
We seek to inspire people through motivation, which I liken to breathing life into another. To motivate is to provide someone with a motive for doing something or to stimulate a person’s interest or enthusiasm for doing something.
“The secret of weariness and nervous disease in the natural world is a lack of a dominating interest.” (Oswald Chambers)9
The primary role of any coach is to grab the players’ interest and motivate them. I think the preceding quote illustrates this principle perfectly. Can you create an environment that can dominate a player’s interest? The coach has one of the best platforms to seize a player’s undivided attention. When your players are with you at training or games, they enter a world free of the distractions of cell phones, television, and other devices. There may not be another human being in this person’s life who commands as much quality, focused, undistracted, and undivided time as the coach.
But isn’t it the coach’s primary role, you say, to teach the game? To show the player how to properly shoot a free throw or the proper technique for holding a tennis racquet? Isn’t it his or her ability to draw up Xs and Os and create suffocating defensive schemes? To teach tactics and formations?
Renowned sports psychologist Bob Rotella shared this thought in the book Golf Is Not a Game of Perfect: “The more I coached, the more convinced I became that the Xs and Os that obsessed many coaches were rather less important than the attitudes and confidence they instilled in their players.”10
I’ve observed many great coaches with limited understanding of the game they were coaching turn their teams into winners and get more out of their teams than the person who played for 15 years, because they understood how to motivate their players. The players already knew how to play the game or would discover how to do it better than the coach could teach them, but the coach provided the environment for the players to play, compete, and discover their ability to win. The coach saw the embers glowing, gave them some oxygen, and then stoked the flame—and then the players threw gasoline on it. So we start with motivation.
I share this quote of mine with you in a few different chapters throughout the book because I believe it speaks so loudly. It also is relevant to every property of the GET MOR3EE formula:
Power comes from the vision, not the volume. How much you say and how loud you say it will never be as inspiring as what you say. How much you say and how loud you say it will never be as inspiring as the vision you cast.
A compelling vision calls out much louder than you can ever speak. When you are able to communicate a clear and compelling vision, people rise up on their own to follow it. They are self-motivated by the mission to invest their time, expertise, and energy towards the cause. The motivation is no longer about you and the length of your conversation or volume of your speech but about the vision you have for them. You can make mistakes and be wrong on occasion, as we eventually will be, and it won’t matter, because your players are focused no longer on you but on the vision you have for their lives. They become committed to it, and thus to you and the team. They give more and risk more than you can ever ask of them because they are empowered by the rewards of the vision. They let you lead them. They follow you because you gave them the power to see and believe in the vision you set before them.
I’ve known a good friend of mine for almost a quarter century, since our days at Palm Beach Atlantic University. Our wives use to work together, we were business partners at one time, and now we both coach for The King’s Academy High School in West Palm Beach, Florida. Jake Webb is the head varsity boys’ lacrosse coach at The Kings Academy, and I coach varsity boys’ soccer. Jake didn’t play a lick of lacrosse as a kid, but Jake is a competitor. We used to play intramural sports against each other in college, so I know. Many times in coaching I’ll lose a battle to win the war. Jake is going to try to win all the battles and the war.
He probably never played soccer as a kid. I’ve been playing all my life. The first year my son was playing pee-wee soccer, we were in the playoff finals of five- and six-year-old coed soccer. I’ll never forget it, because it was so fascinating. Our teams were in the finals, and I had a good team. They had been fantastic all season. I think the only time we lost was when we were missing players and playing down a man. We were in this championship finals game against Jake’s team. Now again, we are talking about mostly five- and six-year-olds, so this was like super fun, and we were just having a great time of it as players, coaches, and parents. There were some rules on substitutions, I think, at the time, or maybe we had our own internal rules—can’t recall exactly—but what I remember is his strategy. Every time I subbed a couple of my better players out, he would immediately sub all his best players back in. I mean, I noticed this within the first couple of times it happened. He had scouted us and worked out a strategy, a winning strategy, in five- to six-year-olds recreational soccer to win the championship in a sport he never played. It still makes me laugh.
Fast-forward ten years, and Jake becomes the lacrosse coach at The King’s Academy, probably a year or two before I’m hired, having never picked up a stick, or whatever they call it, until maybe his kids got interested and started playing. Jake is coaching against former Division I and professional lacrosse players now turned coaches at schools with very deep lacrosse programs and a lot of financial support. In 2018, he takes a team of freshmen and a couple of soccer kids from our team who had never played lacrosse and goes almost undefeated. I think it was 17 wins and 2 losses in his third season coaching lacrosse. The team he lost to twice was the number one ranked team in the state by Maxpreps at the time and finished the past two seasons as the number four ranked team in the state. Again, he has never played this game. This past season he goes across the state and defeats the IMG boys’ lacrosse team. IMG kids are paying thousands of dollars—sorry, tens of thousands of dollars—a year to be trained by the best lacrosse coaches in the country with the idea that they can get into the top D1 colleges and play professionally, and they probably will. Jake’s kids win!
What I observed in Jake years ago is that he understands how to motivate kids and he’s passionate about doing it. He makes sure that they take ownership and responsibility for their actions on and off the field; models respect; and keeps his eye on the prize. He’s a massive encourager, keeping players accountable, and empowers the kids to get more! He’s obviously learned more about the game and prepared himself further through study and the people he brings in around him, but he has to empower and inspire those people to be creative and imaginative and achieve more because they play the game better than he ever has. He wins more because he gets more out of his talent than the coaches with more talent. I’ll say it again. He wins more because he gets more out of his talent—his players—than the coaches with more talented players. IMG should technically have a team with more talented players, more resources, and more time to develop their athletes. Give Jake a competitive synchronized swimming or water polo team or ultimate Frisbee team, and I think he would create winners in those sports too because he builds the people within whatever the program is.
COACH ROB MENDEZ, ESPN HERO
I recently read the “Dear Football” letter written by Coach Rob Mendez in the ESPN The Magazine Heroes edition.11 It is a worthwhile read for everyone, but especially for coaches. Coach Mendez is the 2019 recipient of the Jimmy V Award for Perseverance. Born without arms and legs, Rob Mendez has always been fascinated by football and in his first head coaching position led the junior varsity (JV) football squad at Prospect High School in Saratoga, CA, to an 8–2 record.
Coach Mendez’s letter is inspiring, and the first thing that jumped out at me was that in his freshman year of high school, a coach invited him to be a part of the team. We can’t look back and see whether or not we would be reading this letter from Rob Mendez without that coach’s invitation. I’m sure he would have found his way here. It’s obvious though that the coach’s invitation was a monumental moment in his life and that he was thankful for it.
I think the athletes we coach are always looking for an invitation. Not just to be a part of the team, but an invitation from their coach to pursue dreams and excellence. An invitation to invest everything and fail miserably, laugh it off, learn, and go again. It’s just sport, right? Right? They are looking for an invitation to be a champion on and off the field and to know that someone believes in them.
Coach Mendez found that his belief in his players translated to his players’ belief in him, even though he had physically never played a down of football in his life. He can explain Xs and Os from running thousands of plays in his mind. His ability to inspire and motivate his players will always be far more important than his ability to demonstrate technique.
Some might say Coach Mendez is at a disadvantage, having never physically played the game. What he lacks in game experience and physical ability might actually be what makes him an effective coach. He found purpose in coaching these kids. He will never be able to rely on his technical prowess or playing résumé. Rob Mendez’s coaching strengths will always be inspiration and belief, which may be the greatest gifts a coach can bestow upon players.
There are several different characteristics that come to mind when I say the word “motivate.” As a starting point, I think as a leader it’s always easier to motivate a person when you understand their motivations. What motivates them as a person? What is motivating them to be a part of your team?
There is a motivation that brings a person into an initial introduction with you. Looking at it through an athletics lens, there is a motivation that brings a student-athlete into an initial introduction with you. There is some motivation on the part of student athletes to try to make your team. Do they love the sport? Love to compete? Have a friend on the team? Need a school PE credit? Is a parent pushing them into it? (And I don’t mean to make that sound like a negative thing. Many great success stories start with “Well, my dad took me, and I didn’t want to go but then fell in love with it.”) Someone took them by the hand and gave them a little motivation and a little encouragement, they took a liking to it, and then they began to pick up a glove or golf club or book on their own, and they became empowered and gained some self-motivation to continue.
Let’s think about it from a business perspective for a moment. Say you as an employer are interviewing prospective hires. Do the prospective hires seem to have an interest in the product or service you provide? Do they enjoy the industry? Do they just love your company and want to be a part of it? Do they have a friend or someone who works there and is encouraging them to come work with you? Do they excel at certain tasks and enjoy doing them? Do they just need a job? Do they have bills and need to make a certain amount of money?
The point I’m making is that as a leader or coach you need to get to know the people in your care. And I use the word “care” intentionally because consciously or subconsciously many people are trusting you as the figurehead—your company, your school, your athletic department, the parents of the players, and the athletes you’ve made a part of your team.
I say “figurehead” because sometimes you are installed there and you haven’t really decided whether you are going to own that position and lead yet. The good news is you can make the decision to coach right now. It is not too late to start investing into the people in your care and being interested in how they do their job, their productivity, and how they are performing individually and within the team—and to help them do better, be better, and to get more out of themselves.
HAVE TO AND WANT TO
Let’s jump back to the descriptions I gave of what motivates a person. If you’ll notice, there are two distinct differences in those descriptions. The individual loves the sport and loves to compete. The individual wants to be there, wants to win and play. The individual needs a PE credit, or someone is making them try out. They have to be there to get that PE credit so they can graduate or have to at least try out or Mom and Dad won’t give them the GI Joe with the kung-fu grip.
There are have-tos and or want-tos, and as the coach, leader, and influencer it’s your job to learn and understand what have-tos and or want-tos are motivating the people around you.
I remember when one of my colleagues interviewed a real estate agent and asked him how and why he had built his business up and, if he looked way back, what had motivated him to do it in the first place. I expect that my colleague was anticipating a deep business breakdown of how and why, and I was probably expecting something else as well, but this real estate agent just simply replied, “I had to. I didn’t have a choice. I had six kids at home I had to provide for.” My colleague was taken aback and stumbled and tried to probe a little deeper with another couple of questions, but again the real estate agent just replied, “I didn’t have a choice.” He had a powerful have-to.
I’m not saying one is better than the other, and having a little bit of both may be best, but I do think at times one may need to be amplified more than the other to create a more powerful self-motivation and drive.
Either one can be powerful in its own way. At different times and different stages of life one can become more powerful than another. As leaders, one of our roles is helping people discover which one it is and reminding them of it periodically, and that may be all the motivation that an individual needs.
“The only thing worse than running is not having something to run for.” This is a quote attributed to five-time NCAA Division III National Championship head women’s soccer coach at Messiah College, Scott Frey, after one of his players said she would never look back and miss the summer workouts.12
I’ve heard similar interviews with top athletes like Tom Brady, Cristiano Ronaldo, Michael Phelps, and Bernhard Langer. Even after they’ve “made it,” won a few Super Bowls, scored 600 goals and been signed for record transfer deals, won a dozen Olympic gold medals, or won countless Senior Tour championships in a row, when asked why they keep going and keep pressing, the response is “I have to improve. I want to be the best. I want to win. I want to beat you.” They have a powerful have-to or want-to. Even in what is supposed to be the declining years of their careers they have seemingly improved their performance. How? Why? They continue to create and find have-tos and want-tos to run for.
THE BLIND SIDE
There is a scene in the movie The Blind Side where the characters are at what is portrayed to be one of the first football practices for Michael Oher.13 If you recall the movie, they have been trying to get him to play football because he is just a huge dude. So, in this scene he is playing offensive left tackle in practice, and he’s just getting beat. He’s the biggest guy out there but just looks soft. The head coach yells out to him, “Oher! You got a hundred pounds on Collis, and you can’t keep him out of our backfield?!” The camera pans over to S.J., the little brother in the movie, sitting on the bleachers filming as Sandra Bullock’s character walks up to the top of the bleachers to sit with her son and asks, “What’s with the camera?” S.J. replies, “Michael does better when he can see what he’s supposed to be doing.” They run another play, and Michael horse-collars a defender as he goes by and throws him to the ground. The coach, a little frustrated, blows the whistle and, as he comes down from the platform he’s observing from, calls Michael out. “Oher, come here, son.” The coach meets Michael and grabs him by his shoulder pads. He gets real close to show him the technique needed to block and not get a penalty called on him and, as the coach explains, to keep Coach from getting mad at an unnecessary penalty. He finishes and sends him back to the huddle.
At this point, Sandra Bullock’s character, Leigh Anne Tuohy, starts making her way out of the bleachers towards the practice field in her high heels and asks her son, S.J., to watch her stuff. As she is making her way, the coach stands with an assistant waiting for them to run the next play and says, “Well, at least he will look good coming off the bus. They’ll be terrified until they realize he’s a marshmallow. Looks like Tarzan, plays like Jane.”
Right about this time Leigh Anne comes walking by the head coach and pats the coach on his rear and says, “Gimme a minute, Bert,” as she is about to interrupt practice. The coach is like, “We’re in the middle of practice, Leigh Anne!” And she replies, “Thank me later.” She walks over to Michael, grabs him by a little sliver of his jersey, and pulls him over to the side. The exchange goes like this: “Michael, do you remember when we went to that horrible part of town to buy you those dreadful clothes? And I was a little bit scared and you told me not to worry about it because you had my back? If anyone tried to get to me you would have stopped them, right?” Michael replies, “Yes, ma’am.” She continues, “And when you and S.J. were in that car wreck, what did you do to the airbag?” “Stopped it,” Michael replies. “You stopped it,” she reinforces. “This team is your family, Michael, and you have to protect them from those guys.” She points at the defense. Leigh Anne then pulls the quarterback and running back over and gives Michael the image that the players are his family like she and S.J. are and asks him to protect them like he would their family. She finishes with “Are you going to protect the family, Michael?” and he responds with a smile through his helmet, “Yes, ma’am.”
Now although this scene didn’t happen in the real-life story of Michael Oher, I love it because it paints a great picture of the motivational piece of knowing what’s at the core of someone and what motivates them. Sandra Bullock’s character basically reached right into Michael’s core in this scene and touched something that motivated him and then related it to the people around him and his job as a left tackle. To protect his teammates as his loved ones and family is displayed as one of his core natural instincts. The movie portrays that scene as kinda flipping the switch for him; Michael Oher turns into a bad man and starts flattening the defensive line, and he goes on to have a very successful college and NFL career.
The point is that Leigh Anne got to know Michael—she observed him and understood a little of what motivated him and some of his core fears and what he cared about. Coach is screaming and yelling, and Michael can’t hear him, but Leigh Anne connects what his role is in the team and game to what motivates Michael and gives him a visual of how to apply it to the role he’s in and help the team.
THE SAFE STOOL
This season at a coaches’ dinner Jake Webb shared a story of something he has been doing with his high school lacrosse team called the “safe stool.” Players take turns before a game or practice to sit on the stool and share whatever they want. It’s meant to be a place safe from ridicule or judgment. Jake shared that it’s been a powerful thing in the locker room as kids have been opening up and have even broken down crying on the stool while sharing some of the burdens or even tragedies in their lives. Jake explained that he had no clue some of these things were going on in his players’ lives. Do you think that knowing about some of these life situations can help Jake relate to and motivate his players more effectively?
SELF-MOTIVATION
I generally try to look for self-motivated people. People who already have some motivation, some have-to or want-to that is driving them. You don’t have to be on them constantly to do the general tasks. Regularly getting to practice on time isn’t an issue for them. They stay in shape and practice in the offseason on their own with no prompting. They gladly help others around them.
Now here is the key point for you as the coach: All people are motivated by something. That’s why it’s even more important that as a leader you understand what that something is. Because if it doesn’t align with where you’re going, then the next question is, Can you align the individual’s motivation to your organizational goals so that both the individual and the organization are served?
If not, or if you can’t discover a motivation that can align the two, even if this person is a super-talented contributor it may be best for you as the leader to encourage him or her to pursue something else. Maybe you even need this person in your organization, but while listening to the person’s motivations you discover that he or she may be better served elsewhere. As a leader, you may be negligent in the care of your players if you don’t encourage them to look at other options that may better serve them in their long-term goals. If they decide to stay with you, then that’s their decision, and then you run with them because they’ve then made the commitment to forgo all other options and stick with you.
What about the less talented individuals who seem to lack self-motivation? Do you just cast them aside? Maybe they just haven’t connected to their have-to or want-to. Can you help them discover one? Can you help them find a place in the team where they can make a unique contribution?
There are very few “10s” in any area of life. There was only one Pelé. There is only one Messi. There is only one Cristiano Ronaldo. These players are the elite. Mia Hamm is the name from my generation in women’s soccer that jumps out at me. We recognize them in other sports. Michael Jordan and LeBron James in basketball. Michael Phelps in swimming. Tiger Woods, Jack Nicklaus, and Annika Sorenstam in golf. Jackie Joyner-Kersee in track and field. Babe Ruth, Derek Jeter, Mike Trout, and Bryce Harper in baseball. They call Tom Brady “the G.O.A.T.” (the greatest of all time). Some would call these players “special.” Even at the highest levels of business, academia, and athletics there are only a few of the elite. They can seemingly will your team to win at times. Having one of these players can lead a team to the top echelon of your sport. There are very few of these players in the world, and you may never coach one.
Then there is the next tier of very good players, who have either strong talent or a strong work ethic or some combination of both that has brought them to this level. They produce consistently good performances and sometimes great performances. They can take you a long way and transform a team. Having a few of these players can make life easy for a manager or coach.
Then there are the contributors—the role players. And you need the contributors. Your team needs the contributors. Remember I said that there are very few elite players in the world and you may never have one on your team? You’ll probably have many more very good players. With some dedication by the player, committed coaching, the proper environment, and the right opportunities, these players can have elite level performances at times. But in all cases, the elite and the very good need the help and the contributions of the role players to win and be successful.
Michael Phelps is the most decorated Olympic athlete of all time. In order to be honored with that moniker he needed the help of his US swim teammates in relays to win 12 of his 28 medals. He holds the all-time record with 23 Olympic gold medals, and 10 of those were won with teammates in the relay events. All of the elite golfers mentioned had coaches. And every one of them had a caddie on their bag for every single one of their professional victories. To win those NBA Championship Finals trophies, Michael Jordan had Scottie Pippen. LeBron James had Dwayne Wade and Chris Bosh. In all the championship stories on ESPN, you always hear the story of the contributions of the role players in their victory seasons.
Tom Brady is the winningest championship quarterback of all time, winning six NFL Super Bowls. Throughout his NFL career, though, he is also considered to have had maybe the greatest football coach of all time coaching him in Bill Belichick. Bill Belichick has eight Super Bowl rings as a coach in the NFL. Many people say the most impressive part of his job with the Patriots is bringing a new group of players together year after year and motivating everyone, from the stars to the one-season role players, to align on a singular mission and getting the best out of every player, whether on the field for one play or sixty plays.
So, this is the question for you, Coach: Can you tap into the less talented role players and turn them into productive contributors? Do you have a formula or methodology to help you be consistent in tapping into your players’ full potential, or are you just winging it?
CREATING FIRSTS
I’ll share a story from my first season as the boys’ head varsity coach at The Kings Academy, a small Christian high school in West Palm Beach, Florida. In one of our first games of the year we were playing American Heritage of Delray. Talented players. Many of them were playing for what US Soccer calls the development academy (D.A.). To make the D.A. in an area you pretty much need to be the best of the best, and they had many of those elite players and top players from other top club programs. I didn’t know this at the time, but in our school history our boys’ soccer team had never defeated American Heritage. They had entered our district I think a few years prior, and if you looked back at their history, they had several state championships and state runner-up appearances and a track record of being really good. Not just good, but great.
On my team that year I had only one true forward. A forward is generally your goal scorer in soccer, your frontline attacking position. I could shape out the rest of the team, but I had no other forwards. So I took three or four kids who had never played forward. Most of them were defenders, and I think two of them had barely played organized soccer in their life. I told them I was going to train them to be my forwards. They looked at me a little baffled, as did the other players on the team, and I just said, “Let’s work at it. I don’t expect you to play sixty minutes a game or even score goals, but I know you can give me five, ten, or twenty productive minutes a game that can help the team.” They had some athletic ability, and best of all they were willing to do whatever I asked of them, even if they didn’t quite understand.
I explained to them what I needed them to do. Being the top line attackers, there was no expectation on them to score goals, which is different than what you might tell most strikers, but I knew that wasn’t their strength. Asking them to do it might have been too much pressure and hurt their performance. Their job was to run. Run and pressure the other team’s defenders relentlessly. Since I was playing with only two forwards and I had four or five of these guys, I told them, “Just give me your all and run and pressure until you can’t run 100 percent anymore, and I’ll sub in the next guy.” And they did. In that first game against American Heritage, a converted defender, a midfielder, and two guys who had barely played soccer were my forwards. Every 10 minutes or so I’d sub them, and they’d run. In doing so they never allowed the other team to have a good staging area to build an attack. Our opponents were positioned into hitting balls at us from 40 yards out, which played to our strengths because we had a goalkeeper who went on to be a United Soccer Coaches All-American that season. We scored on a corner kick midway through the second half and held on for the win.
Afterwards, the coach Jonathan Frias, whom I’ve come to know and respect and who was also coaching his first season with American Heritage, came over to congratulate me and say that his boys were shocked by our performance. They said we looked different. It was pretty much the same team, but we were now getting more out of every single player, and it took that to win.
American Heritage went on to beat us in the district final, and the next season they went on to win the state championship with that same team. Our ability to have a victory against such a strong team was predicated on the ability of our role players to contribute in ways they didn’t even know they could. We established that we were willing to give players the opportunity to contribute even in the big games and were willing to invest in them to get more. This was the start of our journey of eventually winning the district championship in our third try against American Heritage.
We live in a world that is now constantly competing for the attention of our youth. Coaches are going through the motions and have become unengaged and lack passion. Are you willing to be inspirational? Your players need visionary leadership and a compelling mission. Can you give that to them, Coach? Are you willing to?
GET MOR3EE: REMEMBER YOUR MOTIVES. OWN THE STRUGGLES. KEEP YOUR EYE ON THE PRIZE. ALLOW ACCOUNTABILITY TO FUEL YOU, NOT LIMIT YOU. LET IT ALL EMPOWER YOU.
SCOUTING REPORT LESSONS
u You have to recognize where you are but not lose the vision of where you want to go.
u To inspire means to breathe life into another person.
u Get to know your players. Develop the relationship.
u Understand how powerful have-tos and want-tos can motivate an individual. Help your players discover their have-to and want-to motivations.
u Help them see how their have-tos and want-tos can align with the organizational goals.
u Motivating the elite and very good players can be easy. How do you include and motivate your role players?
COACHES’ BOX: GET MORE WITH A QUESTIONNAIRE
I give my players a questionnaire at the beginning of each season. I have them fill out their contact information, and then I ask questions about their favorite soccer player and team. Have they played soccer anywhere else, and do they still play now? How long have they been playing? Do they play any other sports? Where were they born? This helps me know if they are local or possibly even an international student or moved from another country. Why do they want to play for our team? What are their goals for themselves and the team? This gives me a basis of information on which to strike up a conversation or to relate a lesson that I’m trying to convey to something that is relevant to them. It helps me know their possible depth of understanding. If they are from a different country, then I may need to keep cultural differences in mind when interacting with them.
For example, the German exchange students we’ve had were in such a deep-rooted soccer culture in Germany that it can be very different for them when they come to play in the United States. I notice that each time there is a period of adjustment to the style, language, and the intensity of our season. It can take a while for them to buy in to what we are doing, and it can be frustrating for the other players who have been in the program. It’s a delicate balance between understanding that time is needed to adapt and getting everyone on the same page as soon as you can.
One of my German exchange students sent me this text after our season this past year: “Coach, I just want to say thank you for this great season and that you gave me so much playing time. I saw how much time you spend for this team to set everything up like practice and especially film. I had many coaches already, but I never had a coach who is so passionate about his job, and I really appreciate that. It was a great season, and I hope I see you next year when I come back for a practice at homecoming.”
