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Dubber: Effectively Measuring Offensive Efficiency

brilliant perspective and analysis courtesy of new author and face-melter, dubber

In "Developing an Offensive Gameplan", Brian Billick, using years of statistical data, identifies the four main areas critical to an offense's success (or attributable to its failure).

They are:
  1. Turnovers (pretty self-evident)
  2. Explosive Plays (defined as runs over 12 and passes over 15, given an even turnover margin, teams who garner at least 2 more explosive than their opponents will win about 80% of the time)
  3. Red Zone Efficiency
  4. Success on First Down (success defined as 4 or more yards). (The math behind this is a successful 1st down will populate a shorter 3rd down, which is easier to convert.)
I kept statistics concerning these four areas while watching the Seahawks and the Rams. This was an excellent game to apply this study to, because I generally feel the respective defenses of these two clubs are better than their offensive counterparts, and both punters, kickers, and coverage units had excellent games.

This puts the onus on the offensive gameplan and decision making.

As a side note, I have done this a couple of times now, and while the reports are getting better, I think keeping track of a couple other items (1st down run/pass ratio, and 3rd down conversions by distances) would be helpful. For the future.....

So..........
  1. Turnovers were even (one each)
  2. Explosive plays............few and far between, but they were correlated to scoring drives, notably the only touchdown in the game, which was set up courtesy of the game's biggest play (61 yard pass play)----------the Seahawks garnered this bomb, as well one more total explosive overall.
  3. 2 visits apiece, with the Seahawks coming away with 10 points to the Rams 6. The penalty in the red zone for the Rams was killer..........
It was probably these two categories that won the Seahawks the game.

I really didn't care who won this game, but of particular interest to me was the first down statistics, which bear out an important lesson from which coaches can learn.

4. First down

I took note of the yardage gained on every first down of the game. I computed an average. More importantly, I also took note of what happen from a conversion standpoint (IE, getting another first down) on first downs that garnered 4 or more yards, AND those that did not.

If I may put the cart before the horse, the Seahawks had 30 first down opportunities to the Rams 19.
  • The Seahawks averaged 5.5 yards on first down
  • The Rams averaged 4.2
While that tells the tale, it is also slightly misleading........obviously, whether the offense gains 13 or 50 yards on 1st down, they get another first down........and that 50 yarder can bolster my average enough to cover up my overall inefficiency on first down.

More important is to observe the RATIO in which I experience success on first down, not my average 1st down yardage.

  • Of the 30 times the Seahawks had a first down, they gained 4 or more a total of 17 times (57 %).
  • Of the 19 times the Rams had a first down, they gained to gain 4 or more a total of 9 times (53 %).
A big advantage for the Seahawks was their ability to overcome gaining less than 4 yards on first down.........they went ahead and converted 38% compared to the Rams 22%.

This was not due to a proficiency on 3rd down and long (in fact, both of these teams were generally sucky on 3rd and medium to long)..........a large part of this game was actually won and lost on SECOND DOWN!

The Rams (perhaps due to that first quarter bomb and the way the Seahawks were able to recognize and attack man coverage) played softer, zone coverage on 2nd down. Couple this with the Seahawks willingness to throw high percentage, risk averse passes on 1st and 2nd down (which is pretty ballsy when you are rolling with your backup quarterback), and you have a recipe for getting back into a manageable 3rd down situation.................
Here's the real kicker, and if you take nothing else from this, take this (remembering these teams are very poor offensively): Combined, the two team had 26 first down plays that gained 4 or more yards, and of those, only 6 failed to result in another first down.



That means that 77% of the time either of these teams gained 4 or more yards on first down, they ended up converting for another first down.

So, how is this helpful?

Go back to those couple of games where you felt like you didn't execute offensive, but should have. Not the game you blew a team out, and not the game where you were blown out........but that game that was close, or that you should have won, but your offense just struggled. Go back and look at just the yards gained on first down..................see what that tells you.
THE FOLLOWING IS THE SECOND OF TWO POSTS ON THIS SUBJECT, ADDRESSING SOMETHING I WOULD LIKE TO ADD TO FUTURE ANALYSIS: FIRST DOWN PLAY SELECTION AND THIRD DOWN CONVERSION PERCENTAGES.

Charting first down is really the most time consuming part of this exercise. Turnovers are easy to count, as are red zone visits and explosive plays. Charting first down production means I must be completely focused on the television (something that rarely holds my full attention for hours on end).

I think 1st down run/pass ratio would be a huge addition, but I want it to be more structured than merely listing percentages........I would like to have some way to account for variance. For example, if I say a team threw 75% of the time on first down, that may be misleading if they throw a ton of screens. Also, there is a difference, in my mind, between taking a PA shot on first down, and taking a 3-step and throwing quick game. As a side note, while I believe the overarching theme of successful first downs should be unpredictability and balance, I would (personally) skew my first down gameplan more toward quick passing game than PA. I'd rather have the higher probability of 2nd and medium than risk an incompletion and leave 2nd and long.

Remember, an incompletion means you failed to gain 4 yards on first down, and are now off schedule...........and when the defense is better than you (a situation both offenses faced last night), you MUST stay on schedule.

Not that I wouldn't (and don't) take shots on first down, it just wouldn't figure predominantly into my general gameplanning practices.........

The type of PA also makes a difference........booting and throwing the comeback or the flat route is higher percentage than dropping straight back and throwing the NCAA route off run action.

And I understand, most PAP's have check downs, but I would like to have some way to delineate between taking a shot, and moving the pocket/still throwing high %.....which, given TV's horrible angles, would be hard.

At any rate, I would love anyone's thoughts on how to break this down.

Maybe the following 5 categories would work: quick/short passing, Verticals, PA's (maybe look at the difference between "going deep" and "high %"?), Runs, and Screens?
As I think about, perhaps screens could be sub-divided even further, as perimeter screens and slower developing slip or middle screens have entirely different functions for an offense.
Personally, a perimeter screen is like call sweep, and I consider it a safe way to get the ball in space (and get my 4 yards). Meanwhile, the latter mentioned screens are more like "home run" swings against a pressuring defense (lump them in with "PA shots").

3rd down

The really interesting thing Billick found about 3rd down is the conversion ratios for long, medium, and short were pretty standard. There wasn't a ton of deviation from the best to the worst offenses. For example, most teams convert about 80% of their 3rd and 1 situations, and convert a low percentage of 3rd and longs.
Doesn't matter if you are the Patriots or the Dolphins.

The difference?
The better offensive teams excelled at have MORE 3rd and short opportunities, while the bad offensive teams routinely faced drive killing (and turnover riddled) 3rd and long..........a direct result of good teams have first down success.

Still, it would be fun to chart that conversion ratio, maybe doing that a couple of times would reveal something about 3rd down philosophy.

As a final note, it was evident on 3rd down how much the Rams were still holding Bradford's hand...........their gameplan called for them to run only one formation on third and long (3x1 open with a compressed 2 and 3).........this kind of simplicity works just fine in high school, but in the NFL it's a different story.
I plan on taking some of the ideas in this second section and applying them when I do my next study (I'm thinking Colts/Jets), so if any of you have categorical or organizational suggestions, I'd love to hear them.

Developing A Defensive System

Similar to its offensive system, a team should have a fully dimensional defensive system that is both function and flexible. A functional, flexible and innovative design provides the base for a championship defenses. By its nature, sound defensive football is contingency based.
The contingency factor which most often drives the defense is the field situation (e.g. down and distance, field position, etc) Defenses must also account for circumstances which are time-related (e.g. two minutes to go at the end of the half, etc). Finally, the defensive system must be ready to respond to the reactive elements of the game (e.g. 1st down after an explosive pass, 1st down after a turnover, etc).

Of the three elements which a defensive system must be able to address, the reactive situations are the most intense. Offenses usually are structured to maximize the yardage-gaining potential of a reactive situation. One of the characteristics of a sound defense is the fact that all defenders are fully aware of the need for sharpening their focus in reactive situations.

As the head coach you must consider certain factors when designing, developing and implementing your team’s defensive system. Among the steps that you can take to help ensure that your team has a sound defensive system are the following:
  • Design a defensive system that is build around the players. As a rule, the head coach should not fall into the trap of holding to a purist philosophy or system. Find a system which fits the talents of your players. Players cannot adjust their talent level to fit the demands of the scheme. The athlete must be physically capable of performing the tasks required of him.
  • Develop a defensive system which highlights the players’ talents. Not only must the talent fit the system, the system must serve the talent. Incorporate elements of defensive football that allow the talent on the team to reach its fullest potential.
  • Utilize simple reads. Avoid explanations to the players that involve superfluous verbiage. Keep in mind that all factors considered, an attacking defense cannot be a ‘thinking’ defense. it should be an instinctive defense. The coaching staff must provide the defenders with simple reads and maximum quality repetitions at responding to their reads. Repetition in practice is central to developing instincts.
  • Employ a defensive scheme that can maximize the ability of a team to exploit a one-on-one matchup that favors the defense. The scheme should allow the team to take advantage of an opportunistic matchup. Two examples of a defensive team addressing a particular matchup involve:
  • Using a defense that overmatches the tight end. A defensive scheme that is designed to create a favorable matchup over the tight end can produce quite an advantage.
  • Using a defense that gives a team the ability to double cover a receiver. Squat coverages and bracket coverages are examples of two of techniques that can be built in the defensive scheme to take the offense is premier receiver out of the flow of the game.
Another primary feature of an effective defense is that it is sufficiently flexible. Because sound defensive football is situation-driven, a defensive scheme must be able to forcefully address at least five specific situations if it is to be successful. The five situations for which a team should develop a specific defensive strategy are:
  • Goal line (i.e. inside the five-yard line)
  • Short yardage (e.g. 3rd and 2, or 4th and 2 etc)
  • Long yardage (i.e. the offense must go ten or more yards in a single down)
  • Prevent (i.e. extremely long situations or time related situations)
  • 3rd and three – the awkward possession down (i.e.e the down upon which continued possession is dependent – situation that is sensitive to time, score, location on the field, etc)
Despite the well-deserved accolades for the “west Coast Offense,” much of the San Francisco 49ers’ success over the years can honestly be attributed to its defense. The efforts of highly talented coaches like George Seifert, Chuck Studley, Bill McPherson, Ray Rhodes and Pete Carroll to design and direct the defenses had a major impact on the gridiron accomplishments of the 49ers.

The 49ers’ defense was itself a dominating force. The attacking natures of the 49ers’ defensive scheme, coupled with the sliding 4-3 philosophy on which ti was based, epitomized the qualities of aggressiveness, flexibility, and simplicity. As with any successful defensive scheme, the 49ers’ defense was built upon the skills of the players on a foundation of controlled movement.

Developing a great defensive system is quite similar to establishing a great offensive system. It must involve a teaching process that is properly sequenced. The defensive system must be evaluated as to its overall objectives and then partitioned into specific teaching units. The instruction of each of the units should then proceed in a concise manner that results in measurable outcomes . During the sequencing, the system should focus on addressing the contingencies which it will face during the season.

Identify the Components for an Effective Defense

An effective defense must be sound against both the run and the pass. Among other factors on which a sound defensive scheme should be based are the following

  • Takes away what the opponent does best
  • Overloads the opponent
  • Evaluates its won defensive tendencies and plans accordingly
  • Develops procedures for the smooth transition of personnel

Walsh, Bill - "Finding The Winning Edge", 1997, pgs 309 - 312

West Coast Offense

Had a little time to browse through my vids this weekend and coincidentally enough a discussion popped up recently going over the nuances that differentiate the "WCO" from the "Air Raid" offensive system. My thoughts on the matter were

"...from what I can tell, Air Raid is an "idiots guide to passing" (via the WC concepts).

Anymore, Air Raid is all gun, and uses probably 10% of what most WC offenses use. Also, the AR progressions are deep first / shallow last, whereas WC is primarily short first, deep last.

I'll post some Callahan / Gruden clips later in the week (2000-era) in skelly (w/ play name/tag) and it is all over the place.

AR is just a handful of concepts - there isn't much to it - with an ample sprinkling of screens.

As far as the RnS influence, I could definitely see the stealing of (philosophical) concept of verticals-to-sail - basing out of a vertical stretch into other concepts (which is essentially the RnS....vertical, to balanced, to choice routes). If you go from Verticals, then to Sail, then to Dig/Shallow, you can bridge that to RnS, pretty easily."

In the meantime, here are some clips for posterity of the Gruden/Callahan Oakland Raiders during a skelly session. Play names are included in the posts, feel free to correct me as needed or offer any other comments.



I felt this was makes for an interesting discussion because it is through these concepts that you can trace the evolution of the modern game (or watch it as it takes place) back to its roots. You can see how concepts become more and more streamlined as the superflous chaff (less efficient method / terminology) is removed. You can see where Air Raid staples were derived from and this illustrates the adaptation of the passing game.


For Additional Readings:
http://www.westcoastoffense.com/
http://www.westcoastoffense.com/
http://www.amazon.com/Spread-Offense-Passing-Game/dp/B000GAKPBS

The Grind (NFL Coaching Schedule)

Not to long ago, I had the privilege of spending an evening or two drinking .......and chatting it up with some seasoned coaches, veterans of the NFL coaching grind. Many of the stories ran into one another and stretched spans of never-ending days into months. One coach in particular talked about how Friday afternoon would essentially be the only day of the week that they had an opportunity to actually 'be home' and maintain whatever family life you thought you had. The days during the 28-week siege of a season (not counting OTA, "off-season" requirements), would often begin at the office at 430 am and not end until 10 or 11 at night. This coach was adamant that no one slept in the office, that these were days chocked full of football.


What the hell are these guys doing all day? What could possibly demand so much time? How much film could you possibly watch in a day's time? Are these guys bullshitting or what?

Well, here is a Bill Walsh-era game week schedule format. Those days are filled and with the advent of 'instant (video) libraries' (where every game from the previous week can be called up at a moment's notice, shared by the league) are becoming more and more specialized and refined. This is just an outline, however, and in the dog-eat-dog world of professional (and NCAA) coaching, you realize that you (and your staff) will do whatever it takes to gain an edge. This also can help explain why you see so many guys recycled in the league, because it is such an enclosed, tight-knit fraternity; not made for just anyone.

Sample Game Week Schedule
MONDAY
1100 Individual coaches finish viewing and grading video.
  • View film as an offensive/ defensive staff.
  • Written comments for each play
  • Catalog comments by both player and play for analysis
1300 Staff meeting
1400 Team meeting Special Teams viewing of game
1430 Offensive / Defensive viewing of game
  • Coordinator reviews 15-20 key plays with the entire offense, major points of emphasis Break up positionally to review film
1615 On-field (practice)
1645 Practice ends
2000 Dinner
2100 The running back, offensive line, and tight end coaches meet to outline basic runs and pass protections schemes for morning meeting with the coordinator


TUESDAY (Coaches only, players' day off)
800 Personnel report on opponent by the team's Director of Pro Personnel
830 Offensive staff meets and discusses base runs and pass protections
1000 Offensive line coaches begin run and protection sheets, and view goal line, short-yardage, and red-zone situations. The offensive coaching staff lists base pass, play action, and action passes and specials
1130 Lunch, workout, miscellaneous
1400 List nickel passes and nickel runs
1600 Begin scripting sheets
1700 Review blitz situations
1800 Dinner
1900 Finalize
  • Script sheets
  • Scripts and cards
  • Scouting reports and installation slides

2000 Begin short yardage and goal line discussions

WEDNESDAY
730 Staff meeting
815 Quarterback meeting
  • Basic defensive profile
  • Run checks
  • Protection perimeters and concerns
830 Special teams meeting
900 Team meeting (5)
  • Scouting report
  • Install base runs, nickel runs, and protections
930 The offensive line breaks off
  • Install base runs, nickel runs, and protections
1000 Individual meetings
1115 Walk-through
1145 Lunch
1245 Individual meetings (view video of opponent)
1315 Meetings end
1330 Special teams meeting
1400 Practice
1615 Practice ends
1715 Coaches review practice video
  • Finalize short yardage and goal line offense
  • Finalize red-zone offense
  • Review backed up and four minute offense
  • Review script sheets and prepare cards for Thursday's practice
THURSDAY
730 Staff meeting
815 Quarterback meeting
  • Review blitz
  • Outline red zone approach
830 Special teams meeting
900 Team meeting (5)
  • View practice (the offensive line is separate)
930 Offense together - install short yardage, goal line, red zone and backed up plans
1030 Individual meetings (view video of opponent)
1115 walk-through
1145 Lunch
1245 Individual meetings (view video of opponent)
1315 Meetings end
1330 Special teams meeting
1400 Practice
1615 Coaches review practice video
1700 Discuss openers


FRIDAY
730 Staff meeting
815 Quarterback meeting
  • Discuss openers
830 Special teams meeting
900 Team meeting (5)
  • Review practice video (the offensive line is separate)
945 Offense - review the checks and alerts, review the game plan by personnel and formation
1100 Individual meetings
1130 Practice
1300 Practice ends
  • Finalize offensive sideline sheet
  • List openers
SATURDAY
900 Review practice video (the offensive line is separate)
  • Individual meetings - hand out final game plans
1030 Practice
1115 Practice ends
1800
2000 Check into hotel
2100 Special teams meetings
2130 Offensive / defensive meetings
  • Review openers
  • Use cut ups to support opening calls
  • View game video to give players a flavor of the game
  • Plan and review key situations (e.g. short yardage, goal line, blitz, etc)
2200 Team meeting
2205 Snack


Additional readings;


IDENTIFYING AND IMPLEMENTING ESSENTIAL SKILLS

Selection taken from the coaching canon , "Finding The Winning Edge".


A critical part of the game planning process is to identify the skills each player needs to perform the steps (tasks) involved in a particular play or play sequence. After identifying the skills needed by the player, a team must have a process in place for ensuring that their players develop these skills so that each play or play sequence is productive. Taking steps to develop these skills in every player occurs in two stages: isolating the skills and teaching the skills.

  • Isolate the skills. The first step in the game planning process should be to analyze the tasks involved in the assignment of every player. Next, a decision must be made regarding whether the players have the ability to master the necessary skills. If it is determined that the ability of the players does not mesh with the skills required for a specific task. If they do not, the head coach must either discard this part of his offensive plan or alter the play or play sequence to fit the level of talent.

    Whatever the head coach’s decision, his decision can be made easier if he strictly adheres to one of the cardinal principles of training – specificity/ Specificity refers to the fact that “an individual gets what he trains for. “ All factors considered, the more specific his players’ preparation for a particular game, the better their performance.
  • Teach the skills. Collectively, teaching players the skills they need involves an evolutional process of promoting, enhancing, practicing and refining each facet of the capacity being developed. In this regard, the rudimentary teaching progression of “hear it – see it – do it” is as applicable as it ever was.
Employing the proper teaching sequence is possibly the most viable way a coach can impact the game, certainly at the position level. Accordingly, as the head coach, you must make a decision as to what level of the teaching hierarchy you wish to utilize.

For example, with regard to teaching skills to your players, you must decide whether to rely on having the players learn by rote memorization or to require them to utilize critical thinking skills and acquire a more comprehensive knowledge of the offensive system. You should keep in mind that the more players are taught to critically analyze their responsibilities and to understand the relationship of these responsibilities to the total structure of the offense, the more productive the system will be.


Walsh, Bill - "Finding The Winning Edge", 1997, pg 210 - 211

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