Keith Grabowski, offensive coordinator and QB coach at Bay High School, explains on One Play at a Time how a recorded, player-paced film room replaced the traditional group session once school started, and why research on video feedback, retrieval, and formative assessment backs up why it may be working better than 20 kids in a room ever did.
Camp gave Bay High’s staff time. School takes it back. Once players are sitting through a full class day before they ever get to practice, on top of lifting, practice, shared facilities, and a locker room that isn’t set up for watching tape together, the old model of getting everybody in one room stops fitting into the day.
Why Did School Starting Force Bay High to Rebuild Its Film Room?
Grabowski is direct that the answer isn’t cutting film study, and it isn’t keeping a high school player in the building another 30 or 45 minutes every night either. Players still need dinner, homework, and sleep once the school day ends. The staff’s answer was building a virtual film room inside Just Play. As Grabowski puts it, they didn’t cut the film room, they moved it.
What Did Film Study Look Like Before High School Took That Time Away?
At the Division III level, film was simply built into the day, a 20 to 30 minute session at lunch, early morning, or an afternoon window, players in the room, corrections made in real time. High school doesn’t offer that same flexibility. Grabowski doesn’t have players during the school day, and once the final bell rings, the clock starts: lift, meeting, practice, treatment, get them home. There’s no lunch period left to borrow.
How Did Keith Turn Time He Was Already Spending Into a Film Room?
Grabowski was already watching practice film alone every day, about 20 minutes to go through the offensive tape, take notes, and figure out what needed fixing the next day. Instead of watching it alone and then trying to recreate all of that in front of a room full of players the following afternoon, he started recording the review itself. He pulls up Hudl, turns on the screen recorder, and coaches the tape exactly like players were sitting next to him: pointing out a second step, watching five linemen move together, making an assignment correction out loud. That recording goes straight into Just Play, and the film room is sitting there waiting for a player whenever he can actually get into it.
Why Does Letting Players Control Their Own Pace Actually Teach Better Than a Room Full of Kids?
Grabowski found an advantage in this setup he didn’t expect going in. In a normal film room with 20 players, the coach controls the pace: stop it, rewind it, make the point, move on. One kid doesn’t quite get it, another wants to see the rep again, somebody is still processing the last point while the coach has already moved to the next one, and almost nobody raises a hand to ask the whole room to wait. With a recorded review, a player can pause, rewind, and hear the same coaching point two or three times, as many as he needs, and the player next to him who got it on the first look doesn’t have to sit through it again either. Grabowski describes it as closer to a one-on-one film session than 20 kids in a room ever gave him.
There’s research behind why that matters beyond a hunch. A randomized study of 195 medical students found that simply adding pauses into an instructional video significantly improved how much they learned from it. A separate study went further, giving one group of college students specific guidance on when and how to strategically pause and rewind. That group didn’t just do better on a quiz right after watching, they remembered more days later too. Just handing someone the controls isn’t automatically better. What helps is a viewer who knows what he’s looking for and can control the pace around it, which is exactly what happens when a player rewinds his own second step because his coach already told him that’s the thing to watch for.
What Did the “Second Step” Pattern Teach Keith About His Own Coaching?
One of Bay’s earlier reviews gave a clean example of why that pacing matters for the coaching staff too. Going through the offensive line tape, Grabowski kept landing on the same coaching point across different players and different reps: second step, second step, second step. That repetition is useful for the player, and Grabowski says it’s just as useful for him. If he’s saying the same thing over and over on film, that’s telling him something about tomorrow, maybe the concept isn’t understood as well as he thought, maybe the drill hasn’t built the habit yet, maybe the staff needs to change how it’s teaching that point. This stopped being just a way to save meeting time. It became another feedback loop for the coaching staff.
What Does Bay’s Current Filming Setup Actually Look Like?
None of this works without filming practice in the first place, and Grabowski is candid that Bay’s setup is still being built out. The eventual best angle will come from a drone, and the staff is working on getting a support staff member certified to run it consistently. They didn’t wait for a perfect setup to start. On fields without a press box, the staff puts an iPad behind the offense, sometimes run by a JV player not involved in that period’s scout work, sometimes by a player who’s hurt and can’t practice but can still help. For what Bay teaches on offense, that end zone view does a lot of work by itself: five linemen moving together, the tight end, the back, aiming points, footwork, and whether the whole unit is actually fitting together the way it was drawn up.
Research specifically in youth football backs up why pairing that video with real coaching matters, rather than just filming for the sake of having film. A 2024 study in the Journal of Athletic Training put 32 youth football players through tackling instruction using different combinations of feedback: their own video, an expert model, a mix of both, or verbal coaching alone. The players who got a combination of video and coaching feedback showed among the clearest improvement in safe tackling technique. That study wasn’t run on high schoolers, the players were around 11 or 12, but the mechanism is the same one Bay leans on. It isn’t the video alone that teaches anything. It’s the video with a coach’s voice attached to it, pointing at exactly what to look for. Bay isn’t handing a player a folder of clips and telling him to go watch it himself. He sees the rep and hears the correction in the same breath.
Why Isn’t Just Watching the Film Enough?
Dropping a video into Just Play doesn’t mean anybody learned anything from it, and that’s a problem Bay has come back to all season. Completion isn’t enough. A checkmark, or analytics showing a player pressed play, doesn’t tell Grabowski that a player processed a single thing he saw.
So every film review at Bay ends in a simple quiz. A position group gets one or two specific questions tied to whatever came up in that day’s film, a question about the second step for the offensive line, an aiming point for the backs, a read progression for the quarterback. Then everybody, regardless of position, gets the same open-ended question: in your own words, explain the key coaching points for your position from today’s film, footwork, aiming points, assignments, technique, whatever applies, and be specific.
That’s where Grabowski believes the real learning happens, because a player has to explain the point back instead of simply re-watching it. There’s a well-established finding in learning research called the self-explanation effect: when a learner has to put an idea into his own words instead of just seeing or hearing it again, he ends up understanding it more deeply. One of the classic experiments behind that finding used eighth graders, not just college students, so it isn’t a stretch to apply it to a 16-year-old. There’s a real difference between a player writing “I watched coach talk about my second step” and a player writing that his second step needs to get into the ground so he can get his hips and leverage where they need to be. The second answer means he reconstructed the coaching point himself. The first just means the video played.
The quiz is doing more than checking a box, too. Some of the strongest, most repeated findings in learning research are about retrieval, pulling information back out of memory is a more powerful way to learn it than simply reviewing it again. A well-known set of experiments found that restudying material helped on a test given a few minutes later, but when the test came back two days or a week out, the group that had been quizzed on the material, not just reshown it, remembered significantly more. A large review of learning techniques years later rated practice testing as one of a small handful of genuinely high-value study strategies, with effects that hold up across ages and subjects. Instead of watch it, check the box, move on, Bay is building watch it, think about it, retrieve it, explain it, apply it, a completely different process even though from the outside it looks like there’s just a quiz at the end.
Why Might the Clarification Question Be the Most Valuable One Bay Added?
There’s one more question Bay asks every time, and it might be the most valuable one the staff has added: what do you still need clarification on? For a coach, Grabowski says that’s gold, because normally he doesn’t find out a player is confused until the mistake happens live on the practice field or in a game. Now a player has a place to say it first, whether part of the game plan doesn’t make sense yet, an adjustment isn’t clear, two calls are running together in his head, or a coach’s explanation just wasn’t as clear as it seemed. If three or four players flag the same thing, Grabowski doesn’t treat that as a coincidence. It’s telling him something about how he taught it. That’s formative assessment, even though nobody in the building would call it that.
There’s a large review of feedback research, 435 studies covering more than 61,000 learners, that found feedback has a real, meaningful effect on learning, and that the effect is strongest specifically on cognitive and motor skill outcomes, which is most of what Bay is teaching. Further back, one of the most cited reviews in education research looked at roughly 250 studies on formative assessment and reached a simple conclusion: when teachers get real information about what players actually understand, not what the teacher assumes they understand, and adjust their teaching because of it, achievement goes up. That’s the exact loop Bay built without knowing there was a name for it: teach it, ask it, find the gap, teach it again.
Where Does AI Actually Fit Into This Process?
After Grabowski records a film review, he has a transcript of it, and he runs that through AI to help spot patterns faster, what he kept repeating, what technical issue came up more than once, and what that means for tomorrow’s practice. He’s clear about what that is and isn’t. AI isn’t deciding what Bay’s players need, and it isn’t doing the coaching. Grabowski already watched the film and made the corrections himself. The AI is just helping him process what he already knows faster.
It’s the same on the player side. Bay downloads every quiz answer, every reflection, and every clarification question out of Just Play and runs it through AI to organize the results quickly across the whole roster, instead of reading 44 open-ended answers by hand every single night. Grabowski frames that piece as a staff capacity story, not a learning science story. Bay has six coaches and 44 players between varsity and JV, and the honest question the staff keeps asking is how to take the work it’s already doing and make it move faster, not how to add one more thing.
What’s the Standard Keith Uses for Whether a New Tool Is Worth Adopting?
Grabowski doesn’t frame any of this as a story about finding another piece of technology, or the idea that something is better simply because it’s digital. Much of what Bay ended up doing lines up with principles researchers have studied for years: video feedback, learner-controlled pacing, retrieval, self-explanation, and formative assessment. The staff didn’t invent any of it. It’s just trying to figure out how those principles survive the actual constraints of a high school program, six coaches, 44 players, a shared locker room and weight room schedule, and players who need to be home at a reasonable hour on a school night.
The standard Grabowski offers other coaches is simple: if a piece of technology doesn’t help you teach better or work more efficiently, you probably don’t need it. Once school starts, time is the most limited resource a high school staff has, and Bay didn’t want good teaching to come at the cost of a player’s schoolwork, rest, or time at home. Instead of asking how much longer they could keep a kid in the building, the staff started asking how to use the time it already had better. That’s what the virtual film room bought them: a player leaves practice, goes home, eats, gets his schoolwork done, and when he’s ready, the film room is still there, with Grabowski’s voice, the reps, and the corrections already in it.
How Does Just Play Tie the Whole Teaching Cycle Together?
For Grabowski, Just Play has become more than a place to store the playbook. It’s the platform connecting the install, the practice film, the coaching, the quizzes, the reflection, the clarification questions, and the reports the staff needs to plan the next day, all in one place. For a six-coach staff teaching 44 players, that’s what makes any of this realistic. Bay doesn’t have more hours in the day or more coaches, and now that school is back, it doesn’t have more time with its players either. The film room didn’t disappear when school started. It just moved.
Quick Answers for Coaches
How can a coaching staff fit film study around a full school day? Recording a coach’s own practice film review and delivering it through a platform players can access on their own time lets a staff preserve film study without requiring a group session that competes with lifting, practice, and a player’s time at home.
Does letting players control the pace of a film review actually help them learn? Research on learner-controlled pacing shows that pausing and rewinding instructional video improves learning, especially when a viewer has been told what specifically to look for, which is what happens when a coach’s voice on the recording points to a specific technique before a player rewinds it.
Why isn’t watching game or practice film alone enough for player development? Research on youth football tackling technique found some of the clearest improvement when video was paired with direct coaching feedback, rather than video alone or verbal coaching alone. The video has to carry a coach’s specific correction, not just show the play again.
Why add a reflection question after film review instead of only a factual quiz? Requiring a player to explain a coaching point in his own words, rather than simply answering a fact-based question, draws on the self-explanation effect, which research shows leads to deeper understanding than passively reviewing material again.
What is formative assessment and how can coaches use it during a season? Formative assessment means gathering real information about what players actually understand, rather than assuming they understand it, and adjusting teaching based on that information. Asking players directly what they still need clarified after a film review is a practical way to surface gaps before they show up as mistakes in a game.
Presented by Just Play Sports Solutions
Just Play is used by more than 1,400 teams, including staffs at Clemson, Iowa, Army, and Liberty, to centralize playbooks, presentations, game planning, and quizzing in one platform. Its quizzing tools support auto-grading, real-time scoring, and content tagged directly to the plays and position groups it applies to. Learn more at JustPlaySolutions.com.
Research:
Research referenced:
Schussler et al., “Models of Video Feedback for Youth Athletes Performing an American Football Tackle,” Journal of Athletic Training, 2024
“Reducing cognitive load during video lectures… with eye movement modeling and pauses,” randomized controlled study, 2022 (195 medical students)
“Strategies for facilitating processing of transient information in instructional videos,” Instructional Science, 2022
Roediger & Karpicke, “Test-Enhanced Learning,” Psychological Science, 2006
Dunlosky, Rawson, Marsh, Nathan & Willingham, “Improving Students’ Learning With Effective Learning Techniques,” 2013
Chi, De Leeuw, Chiu & LaVancher, “Eliciting Self-Explanations Improves Understanding,” Cognitive Science, 1994
Wisniewski, Zierer & Hattie, “The Power of Feedback Revisited,” Frontiers in Psychology, 2020
Black & Wiliam, “Inside the Black Box: Raising Standards Through Classroom Assessment,” 1998
Keith Grabowski (00:51.214)
School changes everything. Camp was nine days. Then we had a few practices heading into week one where kids still weren’t back in class yet. We had time. Now they’re back a full school day before they ever get to us, and we still have to lift, we still have to practice, we share facilities with other teams, and our locker room isn’t necessarily a place we can get together and watch film in. Then these kids need to go home, they need dinner, they have homework.
Sleep and recovery. So once school starts, we have to answer a real question. Where does the film room fit in? Because I don’t think the answer is we just don’t watch film anymore. And I don’t think the answer is keeping a high school kid in the building for another 30 or 45 minutes every night either. For us, the answer has been building a virtual film room inside just play. We didn’t cut the film room, we moved it. Welcome back to one play at a time.
Presented by Just Play on the Coach and Coordinator Network. When I coached at the Division III level, film was just built into the day. Depending on the school and the schedule, maybe we met at lunch, maybe early in the morning, maybe there was a window in the afternoon before practice, but we w but we were going to have that session. 20, 30 minutes, players in the 20, 30 minutes.
20 to 30 minutes players in the room and corrections being made. High school doesn’t give me that. I don’t have our players during the school day, and once that final bell rings, the clock starts. Lift, meeting, practice, treatment, get them home. There’s no lunch period to borrow. So I started looking at time. So I started looking at time. So I started looking at time I was already spending anyway.
I’m going to watch practice film no matter what. It takes me about 20 minutes to go through the offensive tape, make my notes, and figure out what needs fixing tomorrow. Instead of watching it alone, then trying to recreate all of that the next afternoon in a room full of kids, I started recording the review itself. I pull up Huddle, turn on the screen recorder, and coach the tape exactly like the players were sitting next to me. Look at your second step here. Watch these five guys move together.
Keith Grabowski (03:16.065)
Here’s where the technique starts to break down.
Here’s the assignment correction. So that recording goes straight into just play, and now the film room is sitting there waiting for a player whenever he can actually get into it. There’s an advantage buried in doing it this way that I didn’t expect going in. In a normal film room with, let’s say, 20 kids, the coach controls the pace, stop it, rewind it, make the point, move on. One kid didn’t quite get it.
One kid maybe didn’t quite get it, another wanted to see the rep again, somebody’s still processing that last point while I’ve already moved on to the next one. Almost nobody’s going to raise their hand and ask the whole room to wait. Now they don’t have to. A player can pause it, rewind it, hear the same coaching point twice, three times, as many times as needed, and the guy next to him, who got it on the first look, doesn’t have to sit through it again either.
That’s closer to a one-on-one film session than anything 20 kids in a room ever gave me. That’s not just a hunch either. There’s real research on this. A randomized study of a 190 A randomized study of 195 medical students found that simply adding pauses into an instructional video significantly improved how much they learned from it. A separate study went further.
Giving one group of college students specific guidance on when and how to pause and rewind controls strategically. That group didn’t just do it better on a quiz right after watching, they remembered more days later. They remembered more days later, too. Just handing someone the controls isn’t automatically better. What helps is a viewer who knows what he’s looking for and can control the pace around it, which is exactly what happens when a player rewinds
Keith Grabowski (05:11.682)
Which is exactly what happens when a player rewinds his own second step three times because I told them that’s the thing to watch for. One of our earlier reviews gave us a clean example of why that pacing matters on our end too.
Keith Grabowski (05:28.77)
No bo. No. No. No. Go lay down. I’m recording, Dick. Sit.
Keith Grabowski (05:48.205)
One of our earlier reviews gave us a clean example of why that pacing on our end. Wait. One of our early reviews gave us a clean example of why that pacing matters on our end too. Going through our O-line tape, I kept landing on the same coaching point. Different player, different web, different rep, same phrase. Second step, second step, second step. That’s useful for the player, and it’s just as useful for me.
If I’m saying the same thing over and over on film, that’s telling me something about tomorrow. Maybe we don’t understand it as well as I thought, or maybe the drill hasn’t built the habit yet, or maybe I need to teach how I’m, or maybe I need, or maybe we need to change how we’re teaching that as coaches. Maybe that’s exactly what tomorrow’s individual period needs to be built around. This stopped being just a way to save meeting time. It became another feedback loop for us as a staff.
None of this works if you’re not filming practice in the first place. And if you’re not doing it today, I think you’re leaving a lot of teaching on the table. We’re still building ours out. Our best angle our best angle we’re still building ours out. Our best angle will eventually come from a drone. And we’re working on getting a member of our support staff certified so we can run that consistently. But we didn’t wait for the perfect setup to start.
On fields without a press box, we’ve put an iPad behind the offense. Sometimes a JV kid not involved in the scout period runs it, or sometimes it’s a player who’s hurt and can’t practice, but can still help. For what we’re teaching on offense, that end zone view does a lot of work by itself. Five linemen moving together, the tight end, the back, aiming points, footwork, whether the whole unit is actually fitting together the way it’s drawn up.
And there’s research specifically in youth football that backs up why pairing that video with real coaching is important, not just filming for the sake of having film. A 2024 study in the Journal of Athletic Training put 32 youth football players through tackling instructions using different combinations of feedback: their own video, an expert model, a mix of both, or just verbal coaching.
Keith Grabowski (08:08.13)
The players who got a combination of video and coaching feedback showed among the clearest improvement in safe tackling technique. That study wasn’t run on high schoolers, but the players were around, that study wasn’t run on high schoolers. The players were around 11 or 12, but the mechanism is the same one we’re leaning on. It’s not the video alone that teaches anything. It’s the video with a coach’s voice attached to it, pointing at exactly what to look for.
That’s the distinction that matters for us too. We’re not handing a player a folder of clips and telling him to go watch it himself. He sees the rep and he hears the correction in the same breath. But dropping a video into just play doesn’t mean anybody learned anything from it. And that’s the next problem, and it’s one we’ve come back to all season. Completion isn’t enough. A check mark or the analytics that show me a player press play doesn’t help me
Knowing that he processed a single thing he saw. So every film review ends in a simple quiz. A position group position group gets one or two specific questions tied to whatever actually came up in the day’s film. For example, a question about the second step for the offensive line or an aiming point for the backs or a reprogression for the quarterback, then everybody, regardless of position, gets the same open-ended question.
Which is in your own words, explain the key coaching points for your position from today’s film. The footwork, aiming points, assignments, technique, whatever applies, and be specific. That’s where I think the real learning happens because I’m making a kid explain it back to me instead of just re-watching it. There’s a well-established finding in learning research called the self-explanation effect. When a learner has to put an idea into his own words instead of simply seeing or hearing it again.
He ends up understanding it more deeply. One of the classic experiments behind that finding used eighth graders, not just college students, so it’s not a stretch to apply it to a 16-year-old. There’s a real difference between a player writing. I watch coach talk about my second step, and a player writing, my second step needs to get into the ground where my second step needs to get into the ground here so I can get my hips and my leverage where they need to be.
Keith Grabowski (10:30.412)
The second answer means he reconstructed the second answer means he reconstructed the coaching point himself. The first one means the video played. The first one just means the video played. The quiz itself is doing more than checking a box too. Some of the strongest, most repeated findings in learning research are about retrieval. Pulling information back out of your own memory is a more powerful way to learn it than simply reviewing it again.
A well known set of experiments found that restudying material helped on a test given a few minutes later, but when the test came back two days or a week out, the group had been quit the group that had been quizzed on the material, not just reshown it, remembered significantly more. A large review of learning techniques years later rated practice testing as one of the s a large review of learning techniques years later rated practice testing as one of the most
as one of a small handful of genuine a large review of learning techniques years later rated practice testing as one of the small handful of genuinely high value study strategies and found the effects hold up across ages and subjects. So instead of just watching it, check the box, move on, we’re trying to build watch it, think about it, retrieve it, explain it, apply it. That’s a completely different process
even though from the outside it looks like there’s a quiz at the end.
There’s one more question we ask every time, and it might be the most valuable one we’ve added. What do you still need clarification on? That’s it. Tell us what you don’t understand. For a coach, that’s gold. Because normally I don’t find out a player’s confused until the mistake happens live on the practice field or in a game. Now he’s got a place to tell me first. Maybe part of the game plan doesn’t make sense yet, or maybe he doesn’t understand an adjustment, or that
Keith Grabowski (12:32.27)
Two calls are running together in his head. Maybe he my explanation, maybe my explanation just wasn’t as clear as I thought it was. And if three or four guys flag the same thing, it’s not a coincidence. It’s telling me something about how I taught it. That’s formative assessment, even though nobody in our building would call it that. There’s a large review of feedback research, 435 studies.
Of more than 61,000 learners that found feedback has real meaningful effect on learning, and that the effect is strongest specifically on cognitive and motor skill outcomes, which is which is most of what we’re teaching. And going back further, one of the most cited reviews in education research looked at roughly 250 studies on formative assessment and reached a simple conclusion. When teachers get real information,
About what students actually understand, not what the teacher assumes they understand, and adjust their teaching because of it, achievement goes up. That’s the exact loop we built without knowing there was a name for it. Teach it, ask it, find the gap, teach it again. After I record a film review, I’ve got the transcript. I run that through.
after I record film review, I want to get the transcript. So I run that through AI to help me spot the patterns faster. What I did to keep
Keith Grabowski (14:02.794)
After I record film review, I have a transcript. I run that through AI to help me spot the patterns faster. What did I keep repeating? What technical issue came up more than once? What does that tell us to emphasize tomorrow? I want to be clear about what that is and isn’t. So for us, AI isn’t. I want to be clear about what we’re using AI for. AI isn’t deciding what our players need.
It isn’t doing the coaching. I already watched the film and made the corrections. It’s just helping me process what I already know faster. Same thing on the player side. We download every quiz answer and every reflection from just play. And same thing on the player side. It’s the same thing on the player side. We download every quiz answer, every reflection, every clarific, every clarification question, and run all of it through.
our transcription and AI to organize it quickly across the whole roster instead of reading 44 open-ended answers by hand every single night. That part of this that part of this isn’t a learning science story. It’s a staff capacity story. We’re six coaches with 44 players between varsity and JV. And the honest question we’re always asking is how we take the work we’re already doing and make it move faster. Not how do we add more one not how do we add one more thing.
I don’t think that I don’t think this is a
I don’t think this is really a story about finding another piece of technology. It’s not this is a digital, it’s not this is digital, so it must be better. a lot of what we ended up doing lines up with things researchers have studied for years. The video feedback, learner control pacing, retrieval, self-explanation, formative assessment. We didn’t invent any of that. We’re just trying to figure out how those principles could survive the actual constraints of a high school football program.
Keith Grabowski (16:02.562)
With six coaches, forty four players.
Keith Grabowski (16:08.064)
A shared locker room, a weight room schedule, a shared locker room, weight room schedule, and players who need to be home at a reasonable hour on a school night. If you’re a coach listening to this, here’s the standard that I would offer you. If a piece of technology doesn’t help you teach better or work more efficiently, you probably don’t need it. We’re already watching the film. Now the players get that same coaching and we’re already making corrections.
But now those corrections are something a kid can go back to and revisit on his own time at his own pace. We’re already asking players questions, but now we can see the pattern across forty four answers without spending the whole night sorting through them by hand. And we’re already planning tomorrow’s practice, but now we’re planning it with better information than we had before.
Once school starts, time is probably the most limited thing we have at the high school level. Our guys need football, but they also need school, the weight room, dinner, homework, sleep. And I don’t want to be and I don’t want good teaching to come at the cost of any of that. So instead of asking how much longer can we keep a kid in the building, we started asking a different question. How do we use the time we already have better? That’s what the villa That’s what the virtual film room
bought us. That’s what the virtual film room bought us. A player leaves practice, goes home, eats, gets his schoolwork done, and when he’s already and when he’s ready, the film room is still there. My voice is in it, the reps are in it, and the corrections are in it.
Keith Grabowski (17:48.576)
My voice is in it, so are the reps, the corrections, the questions. And the next day we talk and the next day we walk out to the field already knowing more about we act and the next day we walk out to the field already and the next day we walk out to the field already knowing more about what actually landed than we did the than we did the year before we had any of this. That’s what just play has turned into for us.
Not just a place to store the playbook, but the platform that connects the whole teaching cycle. The install’s there, the practice film is there, the coaching’s there, the quizzes, reflection, the quir the clarification questions, and the reports we need to plan tomorrow. All of it lives in one place. So for a six-man staff, that’s what makes any of this realistic. We don’t have more hours in the day or more coaches.
And now that school’s back, we definitely don’t have more time with our players. So we make the time we do have count. The film room didn’t disappear when school started. We just moved it. This has been One Play at a Time presented by Just Play on the Coach and Coordinator Network. Be sure to follow all we’re doing and get the link to all and get to and get the link to all of our content in this series in the show notes.
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