The 5th Down: How to Motivate an Unmotivated Player

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Rey Hernandez,
Defensive Coordinator,
La Jolla High School, San Diego, CA

“We have started using an off-season program that is patterned after those used at some colleges. In fact I got the idea from a recent article in AFM about Kent State’s program. We selected seven captains and we conducted an NFL style draft wherein the captains selected team members. All returning varsity and junior varsity players were drafted and these players composed the “active members.” The captains also drafted all the freshmen (our JV players next year) and these players could be activated at any time to replace an injured group member, a group member who was disciplined, a group member who left the program or perhaps a group member who moved. A group member could also be deactivated by his captain for failing to live up to his responsibilities (lifting, running, academics, citizenship and other areas). The moves are initiated by the captains, but they do consult with us first in an effort to try and help the individual. The groups are in constant competition and are awarded team points. We have had GPA group competitions and citizenship competitions when report cards come out. We have group lifting competitions when we max core lifts and there is a group weight room attendance competition. There are many different types of competitions and some of them can really be fun. We even had the captains represent their groups in an NFL Wonderlick IQ competition.

“The groups have really helped in that peer pressure can be much more compelling than pressure from your coaches when it comes time to make a commitment. Your good kids will always give you 100% but there are always a few players who want to test you. The program has really helped with team accountability. It has actually made it easier for the coaches to track the progress of the kids and as you can imagine there are numerous ways to reward the groups.”

Darrell Sutherland,
Head Coach, Bartram Trail High School
Jacksonville, FL

“My most successful attempts at motivating an unmotivated athlete have centered around him gaining the understanding that I care about him as a person. Until he comprehends that I love him enough to hold him accountable for his performance… particularly his effort – any advice / constructive criticism, motivational talks, personal challenges, etc. are taken as picking at him instead of trying to help him. When I can ask him, ‘do you want me to help you be the player and the man I know you can be or do you want me to let you underachieve?’ and have him say (and actually verbalize it) ‘I want you to help me be the best I can be.’ We are now in it together. I can approach him during pre-practice with a pre-emptive strike and challenge him to do something very specific. For example, something as simple (but measurable) as ‘ do one extra rep past the line in every warm up drill.’ Then I watch for the opportunity to catch him doing it and I praise him for it. It always amazes me how young men will rise to expectations and how much joy they get from being recognized for doing something right. “

Chris Polizzi
Defensive Backs Coach
Central Methodist University, Fayette, MO

“My experience over the years in dealing with unmotivated players at the collegiate level has predominantly been with older, upper class players. One would assume that this group consists of those players who see more of the game from the sideline than on the field, but this is not always the case. I have dealt with all types of situations, from All-Conference players to those few seniors who never see the field yet hang on because they like to be part of the program. It is rare today that you get those special kids who do not require extra motivation whether it is during the season or in our off-season program.

“The one tool I have used with these players to try and motivate them is a simple one. I ask them if they could remember all the freshmen who were in their high school program their senior year? The common response is that they did not know any of them. Then I ask them if they can name the seniors who played in front of them when they were freshmen and even sophomores in high school? To a man they remember the smallest detail about each and every one of them. They remember who goofed off, and who put in the extra time. Also, which seniors led by example and which ones did not lead at all. I try to explain to them that it did not matter if they liked it or not. They would definitely be remembered by our freshmen. When they least expected it they were being watched by the younger players. So I posed a final question to those upper classmen. How do you want to be remembered? Because these younger players who are the future of this program are picking up everything you do and most importantly what you DO NOT DO. Every player is a freshman at some point and has the advantage of learning from the elders of the program, yet few have the honor and privilege of being the teachers. I suppose a better question is ‘What do you want to be remembered for?’”

Bill Gorski
Defensive Backs Coach and Special Teams Coordinator, Delbarton School
Morristown, NJ

“I have always believed that there are as many motivational ‘buttons’ in the room as there are athletes. Since it is impossible for a coach/staff to find out each button, then push them, no one motivation will work. Many kids will buy into the team’s theme and can be motivated by calling on that loyalty. Many will not. I personally don’t care why a kid plays hard. I do care that he does, for whatever his reasons are.

“My answer is to make kids ‘challenge takers.’ A challenge taker will do just that, motivated by whatever motivates him. Our job, then, is to present to the player challenges appropriate to his ability to meet them, and slightly beyond, so that he becomes ‘stretched.’ The more we challenge, the better of a challenge taker the player becomes, and the more we get from him on game day.

“If you pull back a bow string, it will rebound in proportion to the pull back. It doesn’t need motivation; it just reacts to the stimulus. If we correctly challenge our kids and link the idea of position performance to the challenge process, kids will improve their play and W’s will come.

“I am also a big believer in position group identity. We call our D-backs the ‘tough guys.’ They get shirts with ‘tough guys’ on them and have great pride in their identity. We average 17 picks and our record is 23. This next group wants to improve on that…they are motivated by the challenge.”

Matthew Thompson
DC, Armwood HS
Seffner, FL

“We have been fortunate at Armwood HS to have our best players be our best leaders on and off the field. I think that is the key to having a successful team. I think going into the spring and summer workouts every team has a player or two that is not up to speed. They have the tools to be a great player but lack that edge or sense of urgency to “Get to The Ball.”

“Getting to the Ball”
“This is a drill that we have been using for years at Armwood. It is simple and gets the point across to the kids the importance of running to the ball. If we make a mistake in our technique or coverage pursuit to the ball we will always make up for it. I will use this drill during other periods, especially Pass Skel, I really have an emphasis on our TEAM period: the last period of practice.

“During our team period I want very little fundamental coaching going on by the assistants. Other than alignment to formation and stunts or blitzes, the assistant coaches and I just focus on players getting to the ball with a sense of urgency. What I look for is simple: players who can't get off blocks, linemen on a screen pass or any pass play, backside DB's watching the play, and LB’s watching the pass instead of turning and running. During our team period we try not to take the ball carrier down. Instead, the first to the ball will fit and wrap. The second to the ball will strip and the following nine will sprint to the ball carrier and huddle around him until my captain calls break. Then the defense will sprint to the huddle, get the play, and do it again. The time for rest is when the offense is in the huddle and lining up.

“Those who are loafing to the ball will do up-downs, and sometimes I will make the captains do the up-downs. Other times I will make the whole defense do up-downs including the second and third teamers on the sideline. I believe in stressing to our defensive players to simulate a big game. Having five or six assistant coaches screaming ‘get to the ball’ on a route 40 yards down the field will stress the best of athletes out. Always have a bomb play in your team script. The first time you run it watch how many of your players watch the ball to see if it’s caught instead of bursting to the football.

“After all the screaming and up downs, I guarantee you that even that 6-3, 270 pound defensive tackle that constantly loafs or that corner with all the speed in the world who just seems to coast through practice will find a new sense of pride in getting to the ball.”

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