Latest / WCHS Network Podcasts / Let's Talk with Carl Lee: Coaching Decisions, Analytics, and Sportsmanship in Today's Game

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Let's Talk with Carl Lee: Coaching Decisions, Analytics, and Sportsmanship in Today's Game · WCHS Network Podcasts

• 0:01
  Speaker 1: Yeah, you gotta work. You gotta work, cry Sign. It's
• 0:13
  Speaker 1: mine gotta show. Everybody is my son. Can you gotta work?
• 0:17
  Speaker 2: Cry Son?
• 0:18
  Speaker 1: Another mile from Saga Dogs Day Line, Don't.
• 0:21
  Speaker 2: Tell You Gotta Burt.
• 0:23
  Speaker 3: Welcome to Let's Talk with Carl Lee, where sports, culture
• 0:27
  Speaker 3: and community intersect. Joined Carl and frequent co host Hollis
• 0:30
  Speaker 3: Lewis as they dive into engaging conversations with guests from
• 0:34
  Speaker 3: all walks of life. Let's Talk is probably presented by
• 0:37
  Speaker 3: Attorney Frank Walker, Real Talk, Real Experience, Real Results, Frank
• 0:41
  Speaker 3: Walker Law dot Com. Let the conversation begin on Let's Talk.
• 0:46
  Speaker 2: Welcome, ladies and gentlemen. This is Carl Lee with Let's
• 0:48
  Speaker 2: Talk and uh. One of my co hosts, Hollis Lewis,
• 0:55
  Speaker 2: is not with us today, but he is extremely busy
• 0:58
  Speaker 2: on the political realm. He's celebrating, celebrating his victory, and
• 1:03
  Speaker 2: we just want to give him a big shout out.
• 1:07
  Speaker 2: And just I'll say this because I had an opportunity
• 1:11
  Speaker 2: to be around him as a coach and watch him
• 1:14
  Speaker 2: as a player, and he is just that guy that's
• 1:19
  Speaker 2: always been to me. He was always bigger than football,
• 1:24
  Speaker 2: and yes, and he wasn't and I don't want this
• 1:27
  Speaker 2: is not a bad thing. You could tell that football
• 1:30
  Speaker 2: was not his goal per se. There was something bigger
• 1:35
  Speaker 2: for him, and I think he knew it and because
• 1:38
  Speaker 2: of that, I think that's why he is where he's
• 1:41
  Speaker 2: at now. And I truly think that his whole, his
• 1:46
  Speaker 2: whole life, coming past football to now is just going
• 1:51
  Speaker 2: to be something that I hope is celebrated every couple
• 1:55
  Speaker 2: of years, how many every years that there's a boat there.
• 1:58
  Speaker 2: And I really think that there's a lot of greatness
• 2:03
  Speaker 2: for him going forward.
• 2:04
  Speaker 4: I totally agree with that statement. But you know, in
• 2:07
  Speaker 4: what you're saying about football, maybe that wasn't always the end.
• 2:10
  Speaker 2: Goal for sure.
• 2:11
  Speaker 4: But you know that football, the aspects of it, the discipline,
• 2:15
  Speaker 4: the teamwork, the you know, being part of something that
• 2:19
  Speaker 4: had to play a huge part in where he is
• 2:21
  Speaker 4: today in politics.
• 2:22
  Speaker 2: And and I'll even make the case he was in
• 2:25
  Speaker 2: a situation where he went to g W you know,
• 2:31
  Speaker 2: and that was not during that time. There were not
• 2:34
  Speaker 2: a lot of black athletes there. And he's told me
• 2:38
  Speaker 2: the story about it with his father and and all
• 2:41
  Speaker 2: of that kind of stuff, and all of that was purposeful.
• 2:45
  Speaker 5: You know, it was thought it was thought through.
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  Speaker 2: And I think what is great about that, you know,
• 2:50
  Speaker 2: hats off the dad, you know, because like to see
• 2:54
  Speaker 2: that to understand that piece. And I think that's also
• 2:58
  Speaker 2: why I think Hollis's thought process and mindset can be
• 3:03
  Speaker 2: a little different than mine, yours, for anybody else's because of.
• 3:08
  Speaker 4: That well, and I think what I admire about Hollis's
• 3:10
  Speaker 4: is he can he has the ability to see both
• 3:13
  Speaker 4: sides of an issue. Yeah, I've noticed that when we're
• 3:15
  Speaker 4: doing our podcast that you know, he'll listen to you,
• 3:18
  Speaker 4: but he also listens to what I have to say,
• 3:20
  Speaker 4: especially if we have opposite views, and that probably plays
• 3:23
  Speaker 4: a big role in why he's been elected, you know,
• 3:26
  Speaker 4: to be a politician. And the adversity he experienced at
• 3:29
  Speaker 4: GW also that was a life lesson. Yeah, that's part
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  Speaker 4: of you know, being in politics. You have to be
• 3:35
  Speaker 4: able to hear both sides of issues, and you have
• 3:37
  Speaker 4: to be able to handle adversity.
• 3:39
  Speaker 5: And I think that and to your point, I do
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  Speaker 5: think that that is.
• 3:43
  Speaker 2: Why he is and why I think he will be
• 3:47
  Speaker 2: a great political person no matter what side he's at,
• 3:53
  Speaker 2: I think he will. He's that kind of guy that
• 3:56
  Speaker 2: will go with what I would say is what's right
• 3:59
  Speaker 2: exactly know and again we don't want to go too
• 4:01
  Speaker 2: far into the politics, but we.
• 4:03
  Speaker 4: Won't be able to fit through doorways.
• 4:05
  Speaker 2: Yeah, we can't give.
• 4:06
  Speaker 5: Them too much. We can't give him too many props.
• 4:08
  Speaker 2: But we miss him for sure. But we'll we'll, we'll,
• 4:12
  Speaker 2: we'll make it. So the Queen is with me. Lisa Odin.
• 4:17
  Speaker 2: She is a specialist of Kenall County Schools on a
• 4:22
  Speaker 2: reading specially reading specialist.
• 4:23
  Speaker 5: Yes, I've done this the hollist before too.
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  Speaker 2: Okay, tell me a little bit about what that what
• 4:29
  Speaker 2: what that entails? So people, so people who can they
• 4:33
  Speaker 2: hear it, but maybe they need to also understand kind
• 4:36
  Speaker 2: of where it is and what.
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  Speaker 5: All that you do.
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  Speaker 4: Yeah, well, basically I fall under the Office of Exceptional Students,
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  Speaker 4: which are those students that have I E p S
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  Speaker 4: and they have objectives and goals that we are required
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  Speaker 4: by law to meet, you know, to be able to
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  Speaker 4: implement implement those for students and meet those goals. And
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  Speaker 4: what happens is we have students that even though with
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  Speaker 4: the I p S and a special curriculum, there's still
• 4:59
  Speaker 4: not a to read. And so what happens is specialists
• 5:02
  Speaker 4: put in a referral for me to come in and
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  Speaker 4: I do diagnostic testing so I can pinpoint exactly what
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  Speaker 4: their weaknesses are in reading. And then I come in
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  Speaker 4: and do like a four week temporary intervention and I
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  Speaker 4: specifically target those skills they're lacking. And so it's very individualized.
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  Speaker 4: For me, I cover K twelve and the whole county.
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  Speaker 4: So I'm a busy girl. But yes, it's very individualized.
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  Speaker 4: And that's the part I think that makes me different
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  Speaker 4: from like a classroom reading specialist, is that I can
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  Speaker 4: go in and work with students very extensively.
• 5:37
  Speaker 2: And so in that four week window, are where do
• 5:44
  Speaker 2: they go from that? In that four week window, Like,
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  Speaker 2: if I'm struggling, I'm in your class right, where am
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  Speaker 2: I in that four weeks?
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  Speaker 5: Am I like much better?
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  Speaker 4: Or Well? It depends on the Basically, it depends on
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  Speaker 4: the diagnostic information, the data that I get from the testing,
• 6:00
  Speaker 4: and then that then I determine what interventions I want
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  Speaker 4: to use, some interventions I want to not use.
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  Speaker 2: So it's not just for It doesn't have to be
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  Speaker 2: just four weeks. It could be depending on depending on
• 6:10
  Speaker 2: what the situation.
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  Speaker 4: Okay, yea, It depends on the interventions that I'm using
• 6:13
  Speaker 4: and also the development of the students. So like some
• 6:17
  Speaker 4: interventions that I use with students have pre impost test data,
• 6:21
  Speaker 4: you know, testing, and so I can look at it
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  Speaker 4: and say, Okay, they were at sixty percent of these
• 6:25
  Speaker 4: words they were able to read correctly, and now they're
• 6:27
  Speaker 4: up to eighty or maybe vice versa, maybe they've dropped,
• 6:29
  Speaker 4: And so that will also make me kind of change
• 6:32
  Speaker 4: what I'm doing with the student. But the other ones
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  Speaker 4: that I'm only doing the temporary four week intervention with
• 6:37
  Speaker 4: is basically I'll do those do those different things lessons
• 6:41
  Speaker 4: with those students, take a break, and then I'll go
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  Speaker 4: back in four weeks and say, hey, teacher, how's Johnny doing.
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  Speaker 4: Is he doing better with and I don't want to
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  Speaker 4: get into the jargon of reading, but diagraphs or vowels
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  Speaker 4: or whatever it was they were struggling with, and they
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  Speaker 4: may say, yeah, we've seen an improvement, or no, let's
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  Speaker 4: do another four week round. So it's basically fluid to
• 7:00
  Speaker 4: what the student's doing, and then I determine what I
• 7:03
  Speaker 4: need to do to help them.
• 7:04
  Speaker 2: So that that that has to that has to be
• 7:06
  Speaker 2: all over the valley. I mean, you I mean, so
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  Speaker 2: you are clearly all over the valley.
• 7:11
  Speaker 4: I drive a lot. Yes, yes, I have good mileage checks.
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  Speaker 4: Put it that way.
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  Speaker 2: I hear, you know, hats off to you because I
• 7:20
  Speaker 2: think you know one, I think that is something that's
• 7:23
  Speaker 2: extremely important and I don't think was always there right,
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  Speaker 2: And it sounds like you know to me, and knowing who,
• 7:32
  Speaker 2: knowing you as a person, I can only see that
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  Speaker 2: being something that you would really really enjoy getting the
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  Speaker 2: progress from those students.
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  Speaker 4: You know, it's very fulfilling and it really it really
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  Speaker 4: makes me feel special when I'm out at a grocery store,
• 7:47
  Speaker 4: maybe at the gym, and I'll have a teacher or
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  Speaker 4: a parent even come up to me and say, hey,
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  Speaker 4: you know, thank you for what you did for for
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  Speaker 4: you know, little Sally, she's really just taken off with
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  Speaker 4: her reading since you've worked with her, or we've just
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  Speaker 4: seen an improvement in her wanting to learn to read,
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  Speaker 4: you know, that's the biggest thing.
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  Speaker 2: That's a big thing too, you know, if.
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  Speaker 4: They if they dread reading because they're struggling so much
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  Speaker 4: to be able to decode words, and I'm able to
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  Speaker 4: help them a little bit with that, and then they
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  Speaker 4: get that confidence.
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  Speaker 2: Yeah.
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  Speaker 4: Then you know that's a big factor too.
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  Speaker 2: Because it's a whole lot of folks who don't like
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  Speaker 2: I'm I'm a person who does not like to read
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  Speaker 2: out loud, right, you know. Now part of that is,
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  Speaker 2: you know, I have some of this stuffed in front
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  Speaker 2: of me that I end up reading. But you know,
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  Speaker 2: it just was something that I know, when I was
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  Speaker 2: in school, it was just something that was really I
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  Speaker 2: felt uncomfortable with it. Sure, and I think there was
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  Speaker 2: a lot of kids like me that were probably in
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  Speaker 2: the same in the same book.
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  Speaker 4: Yeah, there are. And that's a pretty common phobia for
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  Speaker 4: especially for I mean just public speaking, I think is
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  Speaker 4: part of it. Not not so much the ability to
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  Speaker 4: be able to read what you're reading, but it's almost
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  Speaker 4: like when you're driving down the road and you see
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  Speaker 4: those a police car in your in your rear view
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  Speaker 4: mirror and you're like, oh, you forget how to drive.
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  Speaker 4: You know, it's just because the pressure of it, I think.
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  Speaker 4: But but then there's also that other side of it
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  Speaker 4: where if the student really just can't read and then
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  Speaker 4: they're called on in class to read, that's a whole
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  Speaker 4: different thing. I mean, that would make that just makes
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  Speaker 4: them even more terrified of reading in general.
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  Speaker 2: So and and you got me, you got my interest piqued.
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  Speaker 5: So I'm stinking a little longer here, all right.
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  Speaker 2: So when you said when you talked about the public
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  Speaker 2: speaking thing, like, I remember me and a buddy of
• 9:26
  Speaker 2: mine did a first oh shoot pep rally and we
• 9:32
  Speaker 2: were in junior high middle school now, but junior high
• 9:35
  Speaker 2: back man, and I remember him putting down notes and stuff.
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  Speaker 2: He was going to write it and he was going
• 9:42
  Speaker 2: to read off of it. And I was like, uh no,
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  Speaker 2: I don't think I'm gonna do that. I just think
• 9:48
  Speaker 2: I'm just gonna just get up and just wing. Okay,
• 9:52
  Speaker 2: So you don't do that ever, ever, ever, so so
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  Speaker 2: you know, he he kind of really kind of struggled
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  Speaker 2: in it, right, and and all of that to you know,
• 10:02
  Speaker 2: then I was like, okay, yeah, no, for sure, I'm
• 10:04
  Speaker 2: I'm just gonna wing and I'm just going to go
• 10:06
  Speaker 2: out and just say whatever is in my mind. And
• 10:10
  Speaker 2: so I went out and I just I just talked,
• 10:12
  Speaker 2: and it was it was okay. From that moment on,
• 10:17
  Speaker 2: I said, I would never take notes to speak so
• 10:22
  Speaker 2: any and I've done whole kinds of public speaking and
• 10:25
  Speaker 2: all kinds of stuff like that, and.
• 10:28
  Speaker 5: I'll think of a subject and I just go with it,
• 10:31
  Speaker 5: go with it, right.
• 10:32
  Speaker 3: You know.
• 10:32
  Speaker 2: And and I've been blessed to be able to the
• 10:35
  Speaker 2: gift of God. Yeah, or maybe it's just part of
• 10:39
  Speaker 2: me car just making it easy for me, because I
• 10:44
  Speaker 2: think that, and I think that that is really what
• 10:47
  Speaker 2: has worked for me. And once I had once i'd
• 10:50
  Speaker 2: done that, I was like, oh, okay, I will always
• 10:52
  Speaker 2: do it this way, right, because now I would literally
• 10:57
  Speaker 2: be a little petrified if I if I had to
• 10:59
  Speaker 2: be if I had a script, right, you know, I
• 11:02
  Speaker 2: think that would really that would really bother me.
• 11:05
  Speaker 4: I think that's that's a part of you know, being
• 11:09
  Speaker 4: being a public speaker, being a broadcaster like you are.
• 11:12
  Speaker 4: I think everybody has to find their own niche, you know.
• 11:14
  Speaker 4: Like for me, like when we do rs N, I'm
• 11:17
  Speaker 4: more comfortable having those stats and different things that I
• 11:20
  Speaker 4: can kind of glance down and bring up, you know,
• 11:21
  Speaker 4: a special point about a coach or a play or
• 11:24
  Speaker 4: a team or whatever. And for you you just look
• 11:26
  Speaker 4: off my notes. I'm just kidding. But but you know,
• 11:31
  Speaker 4: I guess it just depends on your comfort level whenever
• 11:34
  Speaker 4: you're doing it, because whatever makes you able to do
• 11:38
  Speaker 4: what your your you need to do when you're doing events,
• 11:41
  Speaker 4: that's what you that's what you do. So everybody's different,
• 11:45
  Speaker 4: right I would, yes, So I'm out of my niche
• 11:48
  Speaker 4: here because when I come to do this with you,
• 11:50
  Speaker 4: I have to wing it. And so that's hard for me.
• 11:53
  Speaker 4: So maybe I'm like you right now, high.
• 11:56
  Speaker 5: I try to send you.
• 11:57
  Speaker 2: I try to send you a little bit of the information, know,
• 12:00
  Speaker 2: and I thought, I said, well, so that way maybe
• 12:02
  Speaker 2: she can work around it. But over the air, okay,
• 12:08
  Speaker 2: going forward, if you have a topic that you want
• 12:11
  Speaker 2: to touch, just.
• 12:12
  Speaker 5: Make your note, just have your notes and and and.
• 12:15
  Speaker 2: I like this.
• 12:16
  Speaker 4: This is kind of like I'm kind of like I'm
• 12:18
  Speaker 4: learning to like be stressed free when I come in here,
• 12:20
  Speaker 4: and I'm just kind of like winging it too. And
• 12:22
  Speaker 4: it's it feels pretty good because I don't feel like
• 12:25
  Speaker 4: I'm tied down to memorizing or remembering like certain facts
• 12:28
  Speaker 4: and figures, although I can do that if it makes
• 12:31
  Speaker 4: the podcast better.
• 12:32
  Speaker 2: Well here for me and and you know, we we
• 12:36
  Speaker 2: may even have to get coop in on this going forward.
• 12:39
  Speaker 2: I think for me, I'm I like what's in the moment,
• 12:44
  Speaker 2: Like I like conversations within them that's in the moment,
• 12:47
  Speaker 2: that's kind of going. But I do like the idea
• 12:51
  Speaker 2: of having someone like you that has something sitting in structure,
• 12:56
  Speaker 2: some some structure in it and saying, hey, here's another
• 13:00
  Speaker 2: topic that I was thinking about, and now me and
• 13:03
  Speaker 2: Hollis will just jump on that, which just based on
• 13:06
  Speaker 2: hearing it, that's.
• 13:07
  Speaker 4: What I don't want to get ganged up one on here.
• 13:11
  Speaker 5: Well, he rarely, he rarely wants to go with me anyway.
• 13:15
  Speaker 4: Well, like I said, I think he's really got a
• 13:17
  Speaker 4: gift of being able to see both sides of issues.
• 13:19
  Speaker 4: I've noticed that about him.
• 13:20
  Speaker 2: That's the political side. Yes, that's the political side, which
• 13:23
  Speaker 2: is a good thing. Right.
• 13:24
  Speaker 4: I mean, we can balance each other out. I'll bring
• 13:27
  Speaker 4: some structure and you bring your gift of gab and
• 13:29
  Speaker 4: everything will be okay.
• 13:31
  Speaker 2: All right, Well, let's let's do this. Let's clean up
• 13:33
  Speaker 2: something a little bit so we can get we can
• 13:35
  Speaker 2: get our sponsor talked about. Let's talk as presented by
• 13:38
  Speaker 2: Attorney Frank Walker. Real talk, real experience, real results. You
• 13:42
  Speaker 2: can visit Frank Walker at frank Walker law dot com
• 13:45
  Speaker 2: for more information.
• 13:46
  Speaker 5: All Right, so one of the interesting things.
• 13:52
  Speaker 2: That that is happening in professional football, which is really
• 13:57
  Speaker 2: really interesting to me.
• 14:00
  Speaker 5: Hell Mary's.
• 14:01
  Speaker 4: It's like, it's unbelievable. It's how many how many number?
• 14:06
  Speaker 2: I don't think. I don't know how many years. I
• 14:10
  Speaker 2: could go back and I can. I can make the
• 14:13
  Speaker 2: case we did not throw three hell mary's in my
• 14:18
  Speaker 2: entire career career wow with the Vikings. Okay, okay, and
• 14:21
  Speaker 2: if we did, I mean.
• 14:25
  Speaker 5: I don't remember, I don't remember, But do you.
• 14:30
  Speaker 4: Think it's okay? So I'm gonna go ahead and jump
• 14:32
  Speaker 4: ahead on this, but then you can come back to
• 14:34
  Speaker 4: what you're saying about your quarterback? But is it you
• 14:36
  Speaker 4: think now that I'm kind of processing what we're talking about,
• 14:39
  Speaker 4: do you think maybe it is the style of play
• 14:42
  Speaker 4: of the quarterback, Like are they more of a passing
• 14:47
  Speaker 4: oriented type of or are they like a rushing type
• 14:49
  Speaker 4: of I think it depends on their their level of
• 14:53
  Speaker 4: being able to be successful with a hell Mary Does
• 14:58
  Speaker 4: that make sense?
• 14:59
  Speaker 2: It does?
• 15:00
  Speaker 4: And Aaron Rodgers. Now we're on though I know we
• 15:02
  Speaker 4: don't want to hear his name Packers and all that.
• 15:04
  Speaker 4: Goae go. I want to throw that out there to
• 15:06
  Speaker 4: the Viking fan over here. But you remember, I mean
• 15:09
  Speaker 4: that was a staple of him.
• 15:10
  Speaker 2: Yes, And but I guess, I guess the game. The
• 15:18
  Speaker 2: interesting component to me is is that it's the game.
• 15:21
  Speaker 2: It's these games are this kind, they're they're.
• 15:25
  Speaker 4: This closeness and requiring.
• 15:27
  Speaker 5: And it's requiring that.
• 15:29
  Speaker 2: And and again I know every team practice, is it
• 15:33
  Speaker 2: somewhere toward the end of the week, toward the end
• 15:36
  Speaker 2: of the week prior to the game. And I'm not
• 15:40
  Speaker 2: sure now if they're not, if this is not something
• 15:42
  Speaker 2: that's kind of built in into the train. When I
• 15:47
  Speaker 2: say the training in the camp, in preparation, practice in
• 15:51
  Speaker 2: the week, not just on Friday. You know, it's it's
• 15:57
  Speaker 2: a staple, it's part of a segment that they that
• 16:01
  Speaker 2: they throw it. Right now, with that being said, I
• 16:07
  Speaker 2: don't know the defense and I've talked about this before.
• 16:14
  Speaker 2: Everybody has to be jumping.
• 16:17
  Speaker 4: And they have to be able to knock the ball
• 16:18
  Speaker 4: the right way, which is down, which got up like
• 16:23
  Speaker 4: a certain team we saw happen a couple of weeks ago.
• 16:26
  Speaker 2: But yes, and I'm just trying to figure out now, like,
• 16:32
  Speaker 2: is is this something that the offense is able to
• 16:38
  Speaker 2: to practice and get really good at it?
• 16:40
  Speaker 4: And the defense, that's got to be part of it.
• 16:43
  Speaker 2: But I would make the thing, I would make the
• 16:45
  Speaker 2: case that if you, if you're practicing that as a
• 16:47
  Speaker 2: defensive player, as a defensive team, that should be much
• 16:50
  Speaker 2: easier than them completing it because they're they're gonna they're
• 16:54
  Speaker 2: gonna throw it, somebody's gonna catch it or tap it,
• 16:56
  Speaker 2: and somebody else catches it. But on the defensive side,
• 17:00
  Speaker 2: you've got two guys in the front, two guys on
• 17:02
  Speaker 2: the side, two guys in the back, and.
• 17:04
  Speaker 4: But are they not practicing So the offense what I think,
• 17:08
  Speaker 4: I think what your point is, the offense is making
• 17:11
  Speaker 4: it a part of their whole scheme when they go
• 17:15
  Speaker 4: out for plays for for a game, and the defense
• 17:18
  Speaker 4: is not getting the opportunity to practice against it.
• 17:21
  Speaker 2: I can't, I can't. I can't make that as a
• 17:24
  Speaker 2: solid case. But I'm thinking something is wrong.
• 17:27
  Speaker 4: Well, I would agree with that too, and I think
• 17:30
  Speaker 4: a lot of it too. I mean, you look at
• 17:31
  Speaker 4: the coaching choices. I mean, I think years ago that
• 17:34
  Speaker 4: was a desperation type of thing, like if you had
• 17:38
  Speaker 4: the opportunity to play, let's say, kick a field goal
• 17:41
  Speaker 4: goal and go into overtime, right or throw a hell, Mary,
• 17:45
  Speaker 4: what are you going to choose? You're gonna choose not Now,
• 17:52
  Speaker 4: Back when you played, what would your coach have chosen
• 17:56
  Speaker 4: between between tying the game whatever the.
• 17:58
  Speaker 2: Situation is, or we're gonna tie the game.
• 18:01
  Speaker 4: Okay, we're gonna tie the game and we're gonna hope
• 18:03
  Speaker 4: for the best in overtime. Okay, that's not the mentality
• 18:05
  Speaker 4: you see on the field in the NFL anymore. They
• 18:08
  Speaker 4: want to win the game before. They would rather go.
• 18:10
  Speaker 2: Let's say you're let's say you're the same and you're
• 18:13
  Speaker 2: sitting in the bleachers and you see this all happen.
• 18:16
  Speaker 2: You're so excited after the hell Mary, and then all
• 18:18
  Speaker 2: of a sudden, all you need is one point to
• 18:21
  Speaker 2: tie the game, right potential overtime, You realize they call
• 18:25
  Speaker 2: the time out, bring in, bring the offense back in,
• 18:31
  Speaker 2: and all of a sudden, now they're gonna go for two.
• 18:33
  Speaker 2: So they're gonna go for the win. There's some, there's some,
• 18:37
  Speaker 2: there's some, there's some. Really, it's a whole lot carries
• 18:41
  Speaker 2: in that gussy. That's gutsy. But if it doesn't work,
• 18:46
  Speaker 2: I don't know if that I don't know if that
• 18:48
  Speaker 2: works for the fan base.
• 18:50
  Speaker 4: No, it doesn't. It doesn't. And that's that's where it
• 18:54
  Speaker 4: depends on how often it happens in a season. I
• 18:56
  Speaker 4: would think too, like if it's only one game, I mean,
• 18:59
  Speaker 4: but if the just completely calling these I don't want
• 19:02
  Speaker 4: to say bonehead, but I mean unsuccessful plays that you know,
• 19:07
  Speaker 4: going for for two to win the game and it's
• 19:09
  Speaker 4: not happening. They're not They're not winning the game because
• 19:11
  Speaker 4: of that play. Then you know, if that becomes a pattern,
• 19:15
  Speaker 4: then the fans will get up there. They're gonna be
• 19:17
  Speaker 4: upset and don't get over one game, Carl, Come on, fans,
• 19:21
  Speaker 4: get off, especially if you win the next Well, yeah,
• 19:23
  Speaker 4: you're gonna forget.
• 19:24
  Speaker 2: They have short memories, but all of a sudden, and
• 19:27
  Speaker 2: they're reflective memories because all of a sudden, you don't
• 19:30
  Speaker 2: make the playoffs. And let's say you don't make it
• 19:32
  Speaker 2: because of a one one loss. You're one loss out.
• 19:36
  Speaker 2: Now whether they're going to go back to or even
• 19:39
  Speaker 2: where you're ranked.
• 19:39
  Speaker 4: But how often does that happen?
• 19:40
  Speaker 2: Really?
• 19:41
  Speaker 5: Not often?
• 19:42
  Speaker 2: But right, But I'll make the case too that that decision.
• 19:48
  Speaker 2: And again, ladies and gentlemen, please realize that I am
• 19:51
  Speaker 2: humble enough to know that my coaching has I'm doing
• 19:56
  Speaker 2: what everybody can do to me.
• 19:59
  Speaker 4: Second, conservative, You're conservative.
• 20:02
  Speaker 5: I'm really not. I'm really no, I'm really not. I'm
• 20:05
  Speaker 5: really not.
• 20:06
  Speaker 2: I'm None of.
• 20:06
  Speaker 4: This is conservative.
• 20:07
  Speaker 2: None of this is conservative, none of the all right,
• 20:10
  Speaker 2: And I just and again I just try to figure out, like,
• 20:15
  Speaker 2: would you go for it? Okay, situation is exactly as
• 20:18
  Speaker 2: it is you you You you can either go for
• 20:21
  Speaker 2: two okay, kick a field gold and go to overtime,
• 20:24
  Speaker 2: or you can try to go for to What would
• 20:26
  Speaker 2: you do?
• 20:28
  Speaker 4: I think it would depend on the whole play of
• 20:29
  Speaker 4: the whole game, Like, are we gonna lose momentum first
• 20:33
  Speaker 4: of all, or is the momentum on our side, which
• 20:36
  Speaker 4: usually it is if you driving.
• 20:37
  Speaker 2: I would give you that. I would think that the
• 20:39
  Speaker 2: momentum everybody is excited.
• 20:40
  Speaker 4: And also in the NFL, everybody's pretty much equally on
• 20:45
  Speaker 4: the same playing field. I mean, overall, any team can
• 20:47
  Speaker 4: beat any team on any given syday. We all can
• 20:50
  Speaker 4: agree on that. I don't know, I think it would be.
• 20:53
  Speaker 4: It would just have to depend on I guess, the
• 20:55
  Speaker 4: feeling I had and and the trust in my in
• 20:58
  Speaker 4: my quarterback and in the receivers, right. I mean, have
• 21:03
  Speaker 4: they been playing pretty consistent the whole game and have
• 21:07
  Speaker 4: they been opening?
• 21:07
  Speaker 2: Yes? Again, I could see that being the rationale. But again,
• 21:15
  Speaker 2: it could be a bad pass. It could be good coverage,
• 21:18
  Speaker 2: could be right, a good pass rush that could disrupt
• 21:22
  Speaker 2: that whole situation. Those options could easily But.
• 21:28
  Speaker 4: Let's look on the other side of it. Okay, let's
• 21:30
  Speaker 4: say that you you do tie the game, all right,
• 21:32
  Speaker 4: you don't go for two, you kick the extra point,
• 21:34
  Speaker 4: and you go into overtime and you get your you
• 21:36
  Speaker 4: get you get your you know what handed to you.
• 21:39
  Speaker 4: That that coach is going to be under the same
• 21:41
  Speaker 4: scrutiny as he was if he had if he'd just
• 21:44
  Speaker 4: went ahead and called the two point play and won
• 21:46
  Speaker 4: the game, He's still going to be at fault. So
• 21:49
  Speaker 4: why not just be a fault calling a play that
• 21:52
  Speaker 4: you know hopefully they can aggressive?
• 21:54
  Speaker 2: You're going aggressive after that? Again, I can I can
• 21:58
  Speaker 2: go with you on that. I just don't think that
• 22:00
  Speaker 2: would be that would not be a decision that I
• 22:03
  Speaker 2: would make.
• 22:04
  Speaker 5: And based on being a defensive player, I do.
• 22:07
  Speaker 2: I get that and me being a defensive player, because
• 22:09
  Speaker 2: what I'm thinking is you're gonna put our defense in
• 22:11
  Speaker 2: a situation here that you know.
• 22:15
  Speaker 5: Give us a chance, you know, give our offensive chance,
• 22:18
  Speaker 5: let them.
• 22:19
  Speaker 4: And I think that was what the old school training
• 22:23
  Speaker 4: or Mines mindset was. I think now I think the
• 22:26
  Speaker 4: coaches overall are more aggressive, do you not agree. And
• 22:29
  Speaker 4: they're younger.
• 22:30
  Speaker 5: I think they're younger.
• 22:31
  Speaker 2: And I think theot their thought processes are different, right
• 22:34
  Speaker 2: and and and you know, we've talked a thousand times
• 22:37
  Speaker 2: about you know, player coach relationships. I think those are different.
• 22:42
  Speaker 2: You know, again, good, bad or indifferent. You go to
• 22:47
  Speaker 2: if you go to an old school coach, you go
• 22:48
  Speaker 2: to an old school player. We're gonna say all that
• 22:51
  Speaker 2: that kind of that kind of relationship, you know, that
• 22:54
  Speaker 2: doesn't really work for you. I'll make the case that
• 22:59
  Speaker 2: Pete Carrol was he was the young coach when he
• 23:03
  Speaker 2: coached in Minnesota. Might have been his first NFL No,
• 23:09
  Speaker 2: maybe I think he was. He was part of the staff.
• 23:11
  Speaker 2: I don't know if he was a full time guy.
• 23:13
  Speaker 2: I think his first full time job might have been
• 23:14
  Speaker 2: with us with the Vikings. And he was younger than
• 23:19
  Speaker 2: us or some of us, some of us, some of
• 23:24
  Speaker 2: us and so. But he did enjoy having fun. He
• 23:28
  Speaker 2: was he was a laugh. He wasn't like Stern like
• 23:32
  Speaker 2: the Decordinator was and some of the other coaches.
• 23:34
  Speaker 4: He was kind of like, he wasn't the sergeant kind.
• 23:37
  Speaker 2: And wasn't and wasn't interested in trying to be but
• 23:40
  Speaker 2: what but but he was so detailed on his on
• 23:45
  Speaker 2: on on the techniques of what we were going to
• 23:47
  Speaker 2: do that it separated the fun from the work. He
• 23:54
  Speaker 2: could make that transition from fun and the work. Okay,
• 24:00
  Speaker 2: we're having fun here, you know. Now now in this
• 24:04
  Speaker 2: particular situation, in this particular drill, we need to get
• 24:06
  Speaker 2: this down.
• 24:07
  Speaker 5: We need and you could tell.
• 24:08
  Speaker 2: And you could, you could you could understand and clearly feel.
• 24:12
  Speaker 6: The switch and and you knew and and it was
• 24:17
  Speaker 6: and that makes a good coach.
• 24:18
  Speaker 2: That makes a great coach, you know, because again his
• 24:21
  Speaker 2: future from there was literally, you know, just a great
• 24:25
  Speaker 2: just awesome, you know. And everybody would say he was
• 24:30
  Speaker 2: a player's coach, because he was not. He was not
• 24:33
  Speaker 2: the coach that's gonna walk past you in the hallway
• 24:37
  Speaker 2: and not say anything. You know, He's not going to
• 24:40
  Speaker 2: be the coach who's going to have his knowledge, is what.
• 24:45
  Speaker 2: And so I'm wondering with all that said, is that
• 24:51
  Speaker 2: what young coaches are thinking. They are trying to instill
• 24:56
  Speaker 2: or the relationship I can coach you, So that that
• 25:00
  Speaker 2: ought to give us the respect, right like you know
• 25:03
  Speaker 2: you're gonna like that.
• 25:04
  Speaker 4: You have to earn the respect I would. It doesn't
• 25:06
  Speaker 4: come automatic, right, But like if Pete Carroll didn't know
• 25:10
  Speaker 4: the strategies and the plays and the things that he
• 25:12
  Speaker 4: taught you guys extensively, you may have just looked at
• 25:16
  Speaker 4: him as a buddy but not really a coaching figure.
• 25:21
  Speaker 4: You wouldn't have had You wouldn't have had the deep respect.
• 25:23
  Speaker 2: If he didn't.
• 25:24
  Speaker 5: If he didn't not if he didn't, you.
• 25:26
  Speaker 4: Have to you have to really be careful as as
• 25:28
  Speaker 4: a head coach in the NFL. You know, you have
• 25:31
  Speaker 4: to be able to back up. You know, you can
• 25:34
  Speaker 4: be the buddy on the sideline, but then you also
• 25:36
  Speaker 4: have to be able to win and teach your players
• 25:39
  Speaker 4: how to win and have the plays.
• 25:41
  Speaker 2: Okay, So switching back real quick, well we take this
• 25:45
  Speaker 2: this break, so making a decision to go for it, right, Okay,
• 25:52
  Speaker 2: that that is a coach administrative kind of decision decision.
• 25:59
  Speaker 2: If you had to say, as a defense, that defense,
• 26:06
  Speaker 2: how do they feel? What do you think they felt
• 26:08
  Speaker 2: they they're not happy. They are not happy. Okay, so
• 26:11
  Speaker 2: that's half your team on the offensive side, who's all happy.
• 26:19
  Speaker 2: I'm gonna make the case for sure the linemen are
• 26:21
  Speaker 2: not happy.
• 26:22
  Speaker 4: No, that's a lot of pressure, now, you're right, that's
• 26:24
  Speaker 4: a lot on them.
• 26:25
  Speaker 2: I think the quarterback, I think the receivers I think
• 26:28
  Speaker 2: were cool with it. But then when it didn't work.
• 26:33
  Speaker 4: Well, yeah, that's what I was gonna say. If it
• 26:35
  Speaker 4: doesn't work, then they're going to catch the heat the most. Yes,
• 26:37
  Speaker 4: even if it's the linesman fault, it.
• 26:39
  Speaker 2: Doesn't matter, it doesn't matter.
• 26:40
  Speaker 4: They're the ones that that people were looking at when
• 26:43
  Speaker 4: the play went down.
• 26:44
  Speaker 2: I think at the end of the day, those guys
• 26:47
  Speaker 2: are the ones who, you know, whether it was the
• 26:50
  Speaker 2: line didn't blocks, quarterback just did not throw the ball right,
• 26:56
  Speaker 2: or the guy didn't catch it, he didn't get open,
• 26:58
  Speaker 2: whatever the case.
• 26:59
  Speaker 4: May be, especially for a fan that really just enjoys
• 27:02
  Speaker 4: the game and doesn't understand it and all they want
• 27:06
  Speaker 4: is to win. They want to win, and they don't
• 27:08
  Speaker 4: understand the fundamentals of what's going and they don't have
• 27:11
  Speaker 4: to right right, No, that's what I'm saying. It's easy
• 27:14
  Speaker 4: to place blame when you don't understand what's going on
• 27:17
  Speaker 4: on the field.
• 27:18
  Speaker 2: Absolutely, you have.
• 27:19
  Speaker 4: To know everybody's role and what should be taking place.
• 27:23
  Speaker 2: And fortunately or unfortunately, the fans get they're clear of
• 27:27
  Speaker 2: making the decisions on the field, they get to they
• 27:31
  Speaker 2: get to blame. They get to throw that blame, and
• 27:34
  Speaker 2: us with the mic tonight, right right, we get we
• 27:37
  Speaker 2: get to throw that blame as well.
• 27:39
  Speaker 4: Sure, you know, but I think we probably placed it
• 27:42
  Speaker 4: if if we are involved, like let's say you're broadcasting
• 27:45
  Speaker 4: a Marshall game and there's a situation like that where
• 27:47
  Speaker 4: they're going for two to win or Hail Mary or whatever,
• 27:50
  Speaker 4: and you realize that really, that wasn't the play of
• 27:53
  Speaker 4: the quarterback, it wasn't the fault of the receiver that
• 27:56
  Speaker 4: you know, this guy missed his block.
• 27:57
  Speaker 2: I would probably say, well, you might, I would probably
• 28:00
  Speaker 2: I would probably say this, Wow, I don't know if
• 28:04
  Speaker 2: this is the right call. Okay, I think they should
• 28:07
  Speaker 2: probably get I would yeah, I would think I would
• 28:09
  Speaker 2: make that case. I think I would just make that case. Oh,
• 28:12
  Speaker 2: this is this is this is really.
• 28:15
  Speaker 4: This is risky.
• 28:15
  Speaker 5: This is risky.
• 28:16
  Speaker 4: Let's think about this.
• 28:18
  Speaker 2: We might want to call a time out and rethink right, right.
• 28:20
  Speaker 5: And then once once the ball snapped, and then the balls.
• 28:23
  Speaker 4: But but you would place the blame where the blame
• 28:26
  Speaker 4: was due. You would kind of have to, you would,
• 28:29
  Speaker 4: You in that position would probably explain to the layman fan,
• 28:34
  Speaker 4: oh number fifty five missed the block, and then you know,
• 28:37
  Speaker 4: have them replay the play.
• 28:39
  Speaker 2: And yes, I wouldn't. I wouldn't wrote it at the
• 28:41
  Speaker 2: coch I wouldn't throw it at the coach, right, I
• 28:43
  Speaker 2: wouldn't throw it at the coach.
• 28:44
  Speaker 4: But but you did before it even went down in.
• 28:48
  Speaker 2: A way, yes, because you were like, because I might
• 28:50
  Speaker 2: think about this.
• 28:51
  Speaker 4: Yeah, So that right there is questioning coaching. So you've
• 28:54
  Speaker 4: already done that. So even after the play doesn't work.
• 28:58
  Speaker 2: Now you can blame somebody else.
• 28:59
  Speaker 5: Well, so yeah, you can look at why the place
• 29:01
  Speaker 5: didn't work.
• 29:02
  Speaker 2: Yeah, yeah, you're exactly all right.
• 29:03
  Speaker 5: Ladies, And we're gonna take a quick break and we'll
• 29:05
  Speaker 5: be right back.
• 29:07
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  Speaker 2: Talk with Carl Lee for any updates and more. All Right, all.
• 30:49
  Speaker 4: Right, I have a little little conversation that we need
• 30:54
  Speaker 4: to talk about, Carl. Okay, So, with the high school
• 30:58
  Speaker 4: playoffs just right around the corner, I think there's like
• 31:00
  Speaker 4: what one game left if that? Okay, So, we had
• 31:03
  Speaker 4: a situation in the state of West Virginia where there
• 31:06
  Speaker 4: were two teams playing just recently I think it was
• 31:08
  Speaker 4: this past weekend actually, and one of the teams was
• 31:14
  Speaker 4: victorious with an eighty one to six win over the
• 31:18
  Speaker 4: other team. Which we've been seeing a lot of that
• 31:23
  Speaker 4: in the past season or two with the transfer portal
• 31:26
  Speaker 4: and all the other issues surrounding with the classifications. We've
• 31:29
  Speaker 4: talked about this before, but what was the part that
• 31:34
  Speaker 4: I read about that was something that may be a
• 31:37
  Speaker 4: bit concerning for people that follow high school football is
• 31:40
  Speaker 4: the fact that even though this team was up, I
• 31:43
  Speaker 4: think they were up by like sixty five points, and
• 31:46
  Speaker 4: they were still throwing the ball and they were still
• 31:49
  Speaker 4: doing an on side kick at the point they're up
• 31:55
  Speaker 4: sixty five points and they're eighty first point. That actually
• 31:58
  Speaker 4: threw a long pass to score it. Where Okay? So
• 32:03
  Speaker 4: all of that being said, I think what I'm trying
• 32:06
  Speaker 4: to get at what the what what my concern is
• 32:08
  Speaker 4: with it with all of this is where is have
• 32:12
  Speaker 4: we lost our ethics in the in the high school
• 32:16
  Speaker 4: football arena? Have have we lost our I don't want
• 32:20
  Speaker 4: to say morality, but our empathy are are I don't know,
• 32:25
  Speaker 4: just just being a good opponent? Have we lost that
• 32:30
  Speaker 4: part of it?
• 32:31
  Speaker 2: Okay? I don't.
• 32:35
  Speaker 5: Yes, a good winner that made that that's really the perfect.
• 32:39
  Speaker 2: Term for that.
• 32:40
  Speaker 7: Yes.
• 32:42
  Speaker 2: My first question in that is for for someone who
• 32:47
  Speaker 2: is for this situation that you're that we're talking about,
• 32:51
  Speaker 2: I'm going to make the case that that's not a
• 32:54
  Speaker 2: good winner, no, by any stretch.
• 32:58
  Speaker 5: And and and.
• 33:00
  Speaker 2: To me, the disrespect to the other team, yes, and
• 33:07
  Speaker 2: what you're teaching your team. Those two things by themselves
• 33:14
  Speaker 2: I think makes me look at you as a coach
• 33:18
  Speaker 2: and try to figure out, like, I don't want.
• 33:19
  Speaker 4: You to have my son exactly.
• 33:21
  Speaker 2: I mean, I don't want you to teach if that's
• 33:23
  Speaker 2: what you're teaching my son, I'd really rather lose the
• 33:27
  Speaker 2: I'd rather lose a football game.
• 33:28
  Speaker 4: And here's the other point to it, Carl, what do
• 33:31
  Speaker 4: they have to gain from that? I mean, it's not
• 33:33
  Speaker 4: like they get style points for the playoffs. Well, it's
• 33:35
  Speaker 4: wins and losses.
• 33:36
  Speaker 2: So well no, actually, actually there is there is this
• 33:40
  Speaker 2: idea of points that allow you that allow.
• 33:43
  Speaker 4: You to me like actual points score game during the
• 33:49
  Speaker 4: god just for playing certain opponents in certain classifications. So
• 33:52
  Speaker 4: I missed that memo somewhere.
• 33:53
  Speaker 2: I guess.
• 33:54
  Speaker 5: I'm pretty sure I'm correct on that.
• 33:56
  Speaker 4: Okay, so that there is there is some reasoning behind it,
• 33:59
  Speaker 4: because otherwise what is the point?
• 34:01
  Speaker 2: But is the other team it's morale more valuable than
• 34:08
  Speaker 2: scoring points? And do you have this is this to
• 34:13
  Speaker 2: me sounds like they were going for one hundred and
• 34:15
  Speaker 2: this is If that's the case, it would be the
• 34:18
  Speaker 2: second time I saw a team this year. Try to do,
• 34:22
  Speaker 2: try to do, get to just for the fun, just
• 34:26
  Speaker 2: because you're just the beable.
• 34:27
  Speaker 4: Can say that.
• 34:28
  Speaker 5: You can say that bragging.
• 34:29
  Speaker 2: Rights and when you when you have teams setting those goals, right,
• 34:36
  Speaker 2: that's not what sports is about.
• 34:38
  Speaker 4: Now that the sportsmanship is lost.
• 34:40
  Speaker 5: And it's and it does kill.
• 34:43
  Speaker 2: It does kill the talented players that are on that
• 34:48
  Speaker 2: on that team because they're embarrassed, and they're embarrassed and
• 34:52
  Speaker 2: and and they don't want to take they don't know
• 34:56
  Speaker 2: how not to take blame, not the they're supposed to, right,
• 35:01
  Speaker 2: but they think because they are the best player or
• 35:05
  Speaker 2: good player on that team, I don't want anybody looking
• 35:08
  Speaker 2: at me and thinking that I got beat like that. Sure,
• 35:11
  Speaker 2: And so now what are they doing now? They're looking
• 35:14
  Speaker 2: for a place to go.
• 35:16
  Speaker 4: Yeah, they want to be a part of the team
• 35:18
  Speaker 4: that's beating other teams. Are their kids, absolutely, and that's
• 35:21
  Speaker 4: what they see. And and let me let me throw
• 35:25
  Speaker 4: this out there, because you don't see this type of
• 35:30
  Speaker 4: I don't want to say behavior, but this type of
• 35:33
  Speaker 4: rhetoric or however you want to describe it. Really at
• 35:37
  Speaker 4: the collegiate in the NFL levels, they take out their starters.
• 35:40
  Speaker 4: They show respect most of the time. Now, every once
• 35:43
  Speaker 4: in a while, you might get a rivalry game or
• 35:47
  Speaker 4: a coach that may you know, have some little grudge
• 35:50
  Speaker 4: that he's holding against another team for past defenses. You
• 35:53
  Speaker 4: know that that that But that's not the norm.
• 35:55
  Speaker 2: It is not And where you see it at most
• 36:01
  Speaker 2: is that you in the youth football level. I don't
• 36:04
  Speaker 2: know about the about the middle school, but I know
• 36:07
  Speaker 2: in the youth deal you you you have that opportunity.
• 36:11
  Speaker 2: And sometimes at the youth level you don't have kids
• 36:14
  Speaker 2: to to move out that you know, you can't really
• 36:18
  Speaker 2: sub your your best player because you don't have that
• 36:21
  Speaker 2: many players on the sideline. Sure, so sometimes you're stuck. Now,
• 36:26
  Speaker 2: the catch to that is you don't put that guy.
• 36:28
  Speaker 2: You don't hand him the ball or whatever.
• 36:30
  Speaker 3: You know.
• 36:30
  Speaker 2: So that's that's one way that you can avoid it.
• 36:33
  Speaker 2: So because a lot of times they'll say, hey, you know, coach,
• 36:36
  Speaker 2: we don't have you know, we don't have another quarterback,
• 36:39
  Speaker 2: you know, so we you know, we got to leave.
• 36:42
  Speaker 4: Okay, But you can give him god and so on.
• 36:44
  Speaker 5: Less you could.
• 36:46
  Speaker 4: Limited plays, don't don't do the plays that you've been
• 36:48
  Speaker 4: scoring on.
• 36:48
  Speaker 2: You can hand him hand the ball off sometimes instead
• 36:51
  Speaker 2: of let him keep it. Sure, But I think I
• 36:54
  Speaker 2: think where we are now and I don't I don't
• 36:58
  Speaker 2: want to. I don't want to sound old school news.
• 37:01
  Speaker 2: School is the issue. I think I think that the
• 37:07
  Speaker 2: rules are the rules or the rules or the rules,
• 37:09
  Speaker 2: no matter they can change every now and then. The structure,
• 37:15
  Speaker 2: the life lessons, the respect comes with the game, right.
• 37:23
  Speaker 5: I don't think that you if you don't know.
• 37:25
  Speaker 4: That, especially the adults.
• 37:28
  Speaker 2: Yes, yes, if you don't know that, then I think
• 37:30
  Speaker 2: there's I think there's a problem.
• 37:32
  Speaker 4: Like what about the fans. I mean, as a fan
• 37:35
  Speaker 4: of that team and my son, Like you said, but
• 37:39
  Speaker 4: my son's already part of the team. Okay, let's say
• 37:41
  Speaker 4: he's already part of that team and this is going on.
• 37:44
  Speaker 4: I mean, how what do you what do you do
• 37:46
  Speaker 4: with that? Like what do you say to your son
• 37:48
  Speaker 4: after the game to teach him that? I mean, I
• 37:53
  Speaker 4: guess for some maybe some of the parents are okay
• 37:55
  Speaker 4: with it. I don't know. I mean there has to
• 37:57
  Speaker 4: be some parents out there, though, that say this is
• 38:00
  Speaker 4: not right, this is this is not good for my
• 38:02
  Speaker 4: kids and it's not good for theirs.
• 38:03
  Speaker 2: I would never think my dad sitting at a a
• 38:08
  Speaker 2: at a at a march watching me play in high
• 38:11
  Speaker 2: school or at Marshall. And if we were to do that,
• 38:18
  Speaker 2: if we were ever in the situation to do that
• 38:20
  Speaker 2: to eighteen, and we were not, but if we had that,
• 38:24
  Speaker 2: I think my dad would be My dad would absolutely
• 38:27
  Speaker 2: have an issue.
• 38:28
  Speaker 5: He would have an issue with that.
• 38:29
  Speaker 2: Like now he may not he I'm ninety nine point
• 38:32
  Speaker 2: nine percent sure he's not gonna say anything to the coach.
• 38:35
  Speaker 5: What he's gonna say to me is what was what?
• 38:38
  Speaker 5: What were y'all doing?
• 38:39
  Speaker 3: Right?
• 38:40
  Speaker 5: Why wed y'all keeps going on?
• 38:41
  Speaker 2: He did exactly, he said, because he would know that
• 38:46
  Speaker 2: that's not how football is played, right, He he he
• 38:51
  Speaker 2: realizes wins and losses and then the lessons in which
• 38:55
  Speaker 2: he was hoping that I was going to learn, right,
• 38:58
  Speaker 2: And I was fortunate enough to learn it because I
• 39:00
  Speaker 2: had coaches who would never do anything like that, right,
• 39:05
  Speaker 2: Like I don't know not one coach from youth football
• 39:10
  Speaker 2: to professional football that had that mindset right, right, And
• 39:14
  Speaker 2: to even have that mindset and say, because of you know,
• 39:19
  Speaker 2: how many points we score is going to depend on
• 39:22
  Speaker 2: where we get ranked at. But but you have no
• 39:28
  Speaker 2: so what you're saying it's all about you?
• 39:31
  Speaker 4: Right? I'd be interested and that's something that we maybe
• 39:34
  Speaker 4: I can look it up this week. But what are
• 39:36
  Speaker 4: I mean, what are the what is it equal? Like
• 39:39
  Speaker 4: how many points you score during a game? What do
• 39:42
  Speaker 4: you what do you gain?
• 39:43
  Speaker 7: Like?
• 39:43
  Speaker 4: How many points do you gain? In your play.
• 39:45
  Speaker 5: Yeah, we should. We should look that up because.
• 39:47
  Speaker 4: That that would be interesting. Maybe it would explain to
• 39:50
  Speaker 4: us why certain teams are doing this. But I'm my
• 39:53
  Speaker 4: guess is this team's probably pretty good and they're probably
• 39:57
  Speaker 4: pretty high up there anyway, and they probably didn't need
• 40:00
  Speaker 4: to do this in order to have a good place,
• 40:03
  Speaker 4: you know, in the in the in the playoff realm.
• 40:05
  Speaker 2: I would I would agree with you. And the only
• 40:08
  Speaker 2: reason we do that is is that maybe there's another
• 40:12
  Speaker 2: good team that we don't know where they are, like
• 40:16
  Speaker 2: they're they're playing that game the same night their game
• 40:19
  Speaker 2: somewhere else. We don't know how what what their score
• 40:21
  Speaker 2: is going to be. But what do we want to do.
• 40:24
  Speaker 2: We want to get more points than they have either
• 40:28
  Speaker 2: because we need to catch up with them and then
• 40:30
  Speaker 2: we need to pass them. Right.
• 40:31
  Speaker 5: But again, I think I think that the one hundred
• 40:35
  Speaker 5: point deal is important to some of these people.
• 40:41
  Speaker 4: It's bragging rights, it's not anything else. But yeah, it's
• 40:44
  Speaker 4: I mean, I understand at the high school level the
• 40:47
  Speaker 4: rankings matter a lot because of home field advanced and
• 40:49
  Speaker 4: you want to be at home. That's huge in the
• 40:52
  Speaker 4: high school playoffs, you know, world, But when you get
• 40:56
  Speaker 4: past sixty seventy points. I mean, and really there's been
• 41:01
  Speaker 4: a lot of games this year that over fifty points
• 41:03
  Speaker 4: have been scored. It's pretty much the norm, yes, because
• 41:06
  Speaker 4: of different factors played in. But I think once you
• 41:09
  Speaker 4: get past that, I mean, I don't know. I don't
• 41:12
  Speaker 4: know how you fix it, but and I don't know
• 41:15
  Speaker 4: how you instill in coaches and players if you don't know,
• 41:18
  Speaker 4: if it's not already there a little bit of empathy
• 41:21
  Speaker 4: for the other teams.
• 41:23
  Speaker 2: Yeah, and the officials are it's a running clock, right,
• 41:26
  Speaker 2: all of a sudden now and that becomes a running
• 41:28
  Speaker 2: clock right, right, So you're thinking that the game is
• 41:31
  Speaker 2: going to go way quicker.
• 41:32
  Speaker 4: Right, So what are you doing trying to score more points?
• 41:35
  Speaker 2: Yeah, so you're chasing the clock. The clock's trying to.
• 41:40
  Speaker 4: Hold you find more if again to our point, I
• 41:44
  Speaker 4: don't know, palling, but it kind of is.
• 41:47
  Speaker 2: If not knowing are with me and you not knowing
• 41:50
  Speaker 2: the whole situation.
• 41:52
  Speaker 4: Behind you could have somebody come in. That would be great.
• 41:54
  Speaker 5: I have a I have a buddy who I think
• 41:56
  Speaker 5: could could.
• 41:57
  Speaker 2: Explain and explain it because.
• 41:58
  Speaker 4: I need Yeah, somebody explained this to me very gently, right, So.
• 42:02
  Speaker 2: We can, Yeah, we can touch this again. We can
• 42:04
  Speaker 2: touch this again, and I can I can at least
• 42:06
  Speaker 2: get somebody in on a call, right, perhaps even the
• 42:10
  Speaker 2: Greenbrier East coach, one of their coaches.
• 42:12
  Speaker 4: Yes, you know so, just because or any coach for
• 42:17
  Speaker 4: that matter, I mean, just somebody that understands the ramifications
• 42:21
  Speaker 4: of scores in games.
• 42:23
  Speaker 2: I see, and I'm thinking, I'm thinking, I would love
• 42:25
  Speaker 2: to hear the side of if I was on that sideline,
• 42:31
  Speaker 2: I would want to hear.
• 42:31
  Speaker 4: What that coach tells this players.
• 42:34
  Speaker 2: What do you tell your players? How do you feel
• 42:37
  Speaker 2: as you're watching this? And and the other thing that
• 42:39
  Speaker 2: we would get, we would get if was it intentional?
• 42:44
  Speaker 5: Were they just running?
• 42:45
  Speaker 7: Like?
• 42:46
  Speaker 2: Were they were they chasing it? Just like it?
• 42:49
  Speaker 4: I don't know how you defend that, Like you're already
• 42:52
  Speaker 4: up sixty five points and you're throwing passes and you
• 42:55
  Speaker 4: should be running the ball, and just.
• 42:56
  Speaker 2: Like even if you've got your backups, even if you
• 42:58
  Speaker 2: got your back up, yes, you should not be throwing
• 43:01
  Speaker 2: a deep pass. And why would my defense be even
• 43:04
  Speaker 2: thinking about that? Right, we're thinking.
• 43:06
  Speaker 5: Just let's just make the tackles get up and that's.
• 43:09
  Speaker 4: Let's just get out of here. I need some clarification
• 43:14
  Speaker 4: on all of that, especially the on side kick. Now
• 43:18
  Speaker 4: that's very intentional, that is very there's no that's chasing point.
• 43:25
  Speaker 4: But that's so in your face, like that's the worst.
• 43:28
  Speaker 4: You don't do on side kicks unless you're losing and
• 43:31
  Speaker 4: you want a possible chance to win, right, I mean
• 43:34
  Speaker 4: that's what I see it as.
• 43:37
  Speaker 2: Let's let's let me ask you this question and I'll
• 43:42
  Speaker 2: answer mine after after you answer.
• 43:45
  Speaker 5: Okay. So let's say you're a.
• 43:46
  Speaker 2: Parent mm hm of the team that is getting trying
• 43:51
  Speaker 2: to get a hundred points to put up, and you're
• 43:52
  Speaker 2: sitting in the bleachers. What what are you thinking?
• 43:59
  Speaker 4: Well, personally, I would be thinking, what are they doing
• 44:03
  Speaker 4: to this other team? What are they What kind of
• 44:06
  Speaker 4: lessons are they teaching? My son? Kick a guy down
• 44:08
  Speaker 4: when he's you know, even more when he's down. Kick
• 44:11
  Speaker 4: you know. I would have a discussion like your dad
• 44:14
  Speaker 4: would have with you about that's really not right. I
• 44:17
  Speaker 4: may even approach the coach at some point and say okay, please,
• 44:21
  Speaker 4: and I wouldn't do it in a rude way. I
• 44:22
  Speaker 4: would just say I just need to understand what is
• 44:26
  Speaker 4: the reasoning behind what you're doing? When we're up by
• 44:29
  Speaker 4: so many points. Why aren't we just laying low and
• 44:33
  Speaker 4: letting the clock run out? What tell me? And maybe
• 44:35
  Speaker 4: they could give me a reason. But if they give
• 44:38
  Speaker 4: me the reason of, well, we want to score one
• 44:39
  Speaker 4: hundred points, you know, we want to be tell everybody
• 44:42
  Speaker 4: we did it, and then I'm going to have a problem.
• 44:45
  Speaker 4: I may even go to the administrator at that point.
• 44:48
  Speaker 4: And there's another point. Don't you think administrators are watching this?
• 44:52
  Speaker 4: Wouldn't they it?
• 44:53
  Speaker 2: I would like to think that that the athletic director
• 44:55
  Speaker 2: should have something to say, and it is, yeah, the
• 44:57
  Speaker 2: athletic director should have something to say.
• 45:00
  Speaker 5: Vice president, president or principals should if.
• 45:04
  Speaker 4: You are truly not trying to score, and that poor
• 45:07
  Speaker 4: team is just that, you know, even even though you're
• 45:10
  Speaker 4: running the ball, but.
• 45:11
  Speaker 2: You can't to your point, you can't justify it with
• 45:13
  Speaker 2: the long passes and no.
• 45:14
  Speaker 4: No, you can't know, That's what I'm saying. That's a
• 45:16
  Speaker 4: whole different animal.
• 45:18
  Speaker 2: So if there was ever a reason for me to
• 45:23
  Speaker 2: take my son off the team, that would that would
• 45:29
  Speaker 2: that would be it.
• 45:30
  Speaker 4: But you know your son would be pretty upset about that,
• 45:33
  Speaker 4: depending on what year he is in school. What if
• 45:35
  Speaker 4: he's a senior and he's grown up with these kids.
• 45:39
  Speaker 5: These the kids he can grow up. He can still
• 45:42
  Speaker 5: grow up with the kids.
• 45:43
  Speaker 4: But but he can't play football with them. No, that's
• 45:49
  Speaker 4: easier said than that.
• 45:50
  Speaker 5: Yes, you know that, Yes it is, Yes it.
• 45:52
  Speaker 4: Is because maybe they have aspirations to teach who to
• 45:54
  Speaker 4: go to the college level.
• 45:58
  Speaker 2: We already know that. So here's the thing that's the case.
• 46:02
  Speaker 2: We'll make sure that the scout knows or the school
• 46:05
  Speaker 2: knows that we're gonna we are going to stop playing
• 46:10
  Speaker 2: immediately because of this situation.
• 46:14
  Speaker 4: And how do you think the scout reacts to.
• 46:15
  Speaker 5: That if he's already thinking about all of me. I'm
• 46:17
  Speaker 5: still that same player.
• 46:20
  Speaker 2: But the one good thing about it is I'm not
• 46:22
  Speaker 2: going I'm not going to I'm not going to take
• 46:25
  Speaker 2: a risk of my son getting hurt.
• 46:27
  Speaker 4: Well that that's that's a good point. But but I
• 46:29
  Speaker 4: also think that kid is going to be you talk
• 46:33
  Speaker 4: about mad at mom and.
• 46:34
  Speaker 2: Dad, he'll be mad at that, He'll be mad at dad.
• 46:37
  Speaker 5: I was mad at my dad almost.
• 46:39
  Speaker 2: Every every weekend, right, you know, I was mad because
• 46:49
  Speaker 2: you know, again he was just you know, he would
• 46:52
  Speaker 2: just get me on all the bad place He didn't
• 46:54
  Speaker 2: care if I was a player of the week or
• 46:55
  Speaker 2: any of that that, none of that mattered.
• 46:57
  Speaker 5: What mattered to him was the bad.
• 47:00
  Speaker 2: When I've said this a thousand thousand times, I didn't
• 47:03
  Speaker 2: even I couldn't. I didn't understand that. But now, looking back, right,
• 47:09
  Speaker 2: I get it. Later on you.
• 47:10
  Speaker 4: Would appreciate it. But at the time he's going to
• 47:13
  Speaker 4: be devastated.
• 47:14
  Speaker 2: My dad did not care about how I felt.
• 47:17
  Speaker 4: Well, that was a whole different generation too, well, and
• 47:19
  Speaker 4: that's a whole different conversation.
• 47:21
  Speaker 2: But with me making that choice, right, me making that choice,
• 47:27
  Speaker 2: that's not a discussion that that's really not a discussion
• 47:30
  Speaker 2: that me and my son are necessarily going to happen,
• 47:31
  Speaker 2: and it will be people like, oh, I can't believe
• 47:33
  Speaker 2: that he would he would do that, right, I don't
• 47:36
  Speaker 2: want to be. I value sports because they did everything
• 47:41
  Speaker 2: for me. They did everything for me. And when you
• 47:44
  Speaker 2: turn sports into something that's negative, something that's hurtful, we
• 47:50
  Speaker 2: need to look at that.
• 47:51
  Speaker 5: You got to look at them.
• 47:52
  Speaker 2: I mean, and I'll make this case.
• 47:56
  Speaker 5: And and hear me when I say this, folks.
• 47:59
  Speaker 2: It Unfortunately, we're not we're not dealing with our sports.
• 48:04
  Speaker 2: We're not we're not we're not fixing them. We're not
• 48:07
  Speaker 2: trying to see what is really right for it. You know,
• 48:10
  Speaker 2: is transferring really right?
• 48:12
  Speaker 5: Is it fair? Is it whatever?
• 48:15
  Speaker 2: We don't we we we want whatever we think can
• 48:19
  Speaker 2: help make get points on the board to make the
• 48:22
  Speaker 2: game look better, sound better. Okay, you want you want
• 48:29
  Speaker 2: teams to you want an offensive game. It's what you want, right, Okay,
• 48:33
  Speaker 2: Now this is the epitome of an offensive game.
• 48:36
  Speaker 4: Oh for sure?
• 48:37
  Speaker 2: Is that what you want?
• 48:39
  Speaker 3: No?
• 48:40
  Speaker 2: See, so why are you touching it? Why are you
• 48:42
  Speaker 2: trying to make the game more offensive? And so we
• 48:47
  Speaker 2: get more points? Okay?
• 48:48
  Speaker 5: Well, when you.
• 48:49
  Speaker 2: Start getting sixty and seventy points, now you think about
• 48:51
  Speaker 2: who maybe we can get to a hunt? Right? Right?
• 48:54
  Speaker 2: That has no respect for the other team that you're.
• 48:56
  Speaker 4: Playing, losing, they're losing sight of the whole experience. It's
• 49:00
  Speaker 4: a football, which is camaraderie and teamwork and in sportsmanship
• 49:04
  Speaker 4: and sportsmanship.
• 49:05
  Speaker 2: You know, when's the last time you've even heard somebody
• 49:08
  Speaker 2: say sportsmanship.
• 49:10
  Speaker 4: It's not something that's tossed around in sports at all.
• 49:13
  Speaker 2: No.
• 49:14
  Speaker 4: I mean, in fact, everything's just forgiven like it used
• 49:17
  Speaker 4: to be. You know, people would get demonized for not
• 49:20
  Speaker 4: shaking hands or doing the things after plays, and now
• 49:23
  Speaker 4: they're celebrated almost.
• 49:24
  Speaker 2: Yes, you're waiting on guys to celebrate a touchdown right
• 49:28
  Speaker 2: after you know, they picked up a fumble intercepted.
• 49:31
  Speaker 4: Or dance or whatever.
• 49:34
  Speaker 2: Yes, right, yes, you're waiting on that. And so we've
• 49:38
  Speaker 2: accepted it. And okay, let's say somebody catches a seventy
• 49:42
  Speaker 2: five yard touchdown pass on me, okay, and he gets
• 49:46
  Speaker 2: an end zone and he's dancing and he's three or
• 49:49
  Speaker 2: four more players they geor going on while you're enjoying
• 49:56
  Speaker 2: in that. What about me?
• 49:59
  Speaker 4: Right now? I'm not against celebrating a good play together
• 50:06
  Speaker 4: team like cheering and high fives, but you don't do
• 50:10
  Speaker 4: an extended amount of time.
• 50:12
  Speaker 5: That's where we're going.
• 50:13
  Speaker 4: But that's where we are.
• 50:14
  Speaker 2: Yes, yes, okay, And and again I don't think and
• 50:18
  Speaker 2: I know that's it's not it's not legal. It's not. Yeah,
• 50:21
  Speaker 2: it's not legal on any of the other levels, right,
• 50:24
  Speaker 2: but on the but on but making the case that
• 50:29
  Speaker 2: those types of plays, when you're on the other end
• 50:31
  Speaker 2: of it, unless you've ever unless you've been on the
• 50:35
  Speaker 2: other end of.
• 50:36
  Speaker 4: I don't know what it's like, right, demoralized it is,
• 50:40
  Speaker 4: I mean you, and you're already feeling bad. Yes, you're
• 50:43
  Speaker 4: already feeling bad. You missed the play or whatever.
• 50:46
  Speaker 2: And then then the problem comes in into the conversation
• 50:50
  Speaker 2: about oh, he's arrogant, he's cocky about his vision. You
• 50:55
  Speaker 2: can't play, you can't play corner against Jerry Rice, against
• 50:59
  Speaker 2: Stirling Sharp, against any of those kind of guys and
• 51:04
  Speaker 2: and think that they're gonna beat you, or think that
• 51:08
  Speaker 2: you're no good because they beat you. They're going to
• 51:11
  Speaker 2: beat you, you know, but you can't. You can never
• 51:14
  Speaker 2: give up on who you are. You you I had
• 51:17
  Speaker 2: to think to myself, I'm as good as any corner
• 51:20
  Speaker 2: out here on the field, whether I got beat for a.
• 51:23
  Speaker 4: Touchdown or not, because it would be real easy, you're
• 51:26
  Speaker 4: real easy to fall into that trap up absolutely, wow, Wow,
• 51:29
  Speaker 4: I'm not that good.
• 51:30
  Speaker 2: People booing, you know the stuff that comes out in
• 51:34
  Speaker 2: the paper in the morning, back in the day when
• 51:35
  Speaker 2: it was just the paper, you know, not even God forbid,
• 51:38
  Speaker 2: if it was social media. Social media would kill you. Yes,
• 51:43
  Speaker 2: you know, you give up that game winning touchdown and
• 51:48
  Speaker 2: you think you're good. Oh he thinks he's good. Well,
• 51:52
  Speaker 2: getting beat is not is not the definition of not
• 51:56
  Speaker 2: being good.
• 51:57
  Speaker 4: No, it's probably a combination of things, don't you think.
• 52:02
  Speaker 4: I think it could It could really be completely out
• 52:04
  Speaker 4: of your hands.
• 52:05
  Speaker 2: Play call could have been the call, could have been
• 52:07
  Speaker 2: the call.
• 52:08
  Speaker 4: But then it falls on you because what we saw see.
• 52:13
  Speaker 2: You mess up.
• 52:14
  Speaker 4: It doesn't matter the other parts of you messed up.
• 52:17
  Speaker 2: You know. And and I just wish, I just wish
• 52:21
  Speaker 2: we could we could start from the ground up, which
• 52:26
  Speaker 2: is actually a song from the ground up, to to
• 52:32
  Speaker 2: fix the mindsets of the adults in the room about
• 52:38
  Speaker 2: what we really want to create in youth football, middle
• 52:42
  Speaker 2: school football, high school football, and let college be college
• 52:46
  Speaker 2: and pro be pro right.
• 52:49
  Speaker 4: And I think, and I'm going to go back to
• 52:51
  Speaker 4: this because it's my I guess that's my favorite thing
• 52:54
  Speaker 4: to do. I don't know, but I think when you
• 52:55
  Speaker 4: look at sports in football and any any team sport,
• 52:58
  Speaker 4: actually it's a reflection of society. And so we've got
• 53:02
  Speaker 4: in society in general, disrespect going on between people, like
• 53:08
  Speaker 4: we've talked about, you know, in my favorite thing to
• 53:10
  Speaker 4: always talk about a social media because you know, people
• 53:14
  Speaker 4: get behind their their keyboard warriors. They they they say
• 53:18
  Speaker 4: things online that they wouldn't come to your face and
• 53:21
  Speaker 4: say and so I think when you start that part,
• 53:26
  Speaker 4: I don't want to say the deterioration of respect, but
• 53:29
  Speaker 4: I think it is.
• 53:30
  Speaker 2: I had a to your point, I had somebody on
• 53:34
  Speaker 2: on my Facebook. I don't even remember what his name
• 53:36
  Speaker 2: was now, but he was bothered by you know, he
• 53:41
  Speaker 2: was just bothered by me and my relationship inside of
• 53:45
  Speaker 2: the city. Don't know where it came from, why it came,
• 53:49
  Speaker 2: you know. But and I went back and forth with
• 53:55
  Speaker 2: him trying to explain, you know, this is what I do,
• 53:57
  Speaker 2: this is this is why, and d D D DA,
• 54:00
  Speaker 2: And then I got to a point where I was like,
• 54:02
  Speaker 2: all right, I'm just gonna I'll just block him and
• 54:05
  Speaker 2: and let him go off on whatever he wants wants
• 54:08
  Speaker 2: to do.
• 54:09
  Speaker 4: No matter what you said, there's not going to change
• 54:11
  Speaker 4: his mind.
• 54:12
  Speaker 2: No, no, no, you know. And I would you know,
• 54:18
  Speaker 2: conversations like that.
• 54:20
  Speaker 5: I would prefer someone to actually come to my.
• 54:22
  Speaker 6: Office or come human to human, yes, and have that conversation,
• 54:28
  Speaker 6: because if we disagree in a in a in a
• 54:30
  Speaker 6: in a huge way, okay, then listen, you might as
• 54:34
  Speaker 6: well just go because it because we were You don't
• 54:37
  Speaker 6: want to find common ground, you don't want to you
• 54:38
  Speaker 6: don't want to learn anything.
• 54:39
  Speaker 2: You just want to argue. I don't want to do that.
• 54:41
  Speaker 2: There's no reason for me to do that. Now, if
• 54:43
  Speaker 2: you want to come in and you want to sit
• 54:44
  Speaker 2: down and have a conversation with me and hear it,
• 54:49
  Speaker 2: you know, and I.
• 54:49
  Speaker 4: Can hear your side, and you see your mind, and
• 54:51
  Speaker 4: we're talking face to face, and.
• 54:53
  Speaker 2: At the end of the day, no matter what you
• 54:56
  Speaker 2: say or what I say, nothing is changing.
• 55:01
  Speaker 4: Now, you know what I'm saying.
• 55:03
  Speaker 2: Nothing's changing. But yes, yes, So if you look at
• 55:11
  Speaker 2: this and you don't like it.
• 55:14
  Speaker 5: Okay, so so be it.
• 55:16
  Speaker 2: Okay.
• 55:16
  Speaker 5: So I know that you don't like it, I can
• 55:19
  Speaker 5: appreciate that to see.
• 55:20
  Speaker 4: You later agree to disagree, separate.
• 55:23
  Speaker 5: And just go our separate ways.
• 55:25
  Speaker 2: So I'm going to cap by saying, I think that
• 55:29
  Speaker 2: there has to be the guys in the suits and
• 55:32
  Speaker 2: ties and all those kinds of things. They have to
• 55:35
  Speaker 2: do something about where we are in football, in in
• 55:42
  Speaker 2: high school football, maybe middle school. You don't hear a
• 55:47
  Speaker 2: lot of issues around middle school, which is interesting youth football.
• 55:50
  Speaker 2: I think there needs to be a lot of stuff
• 55:53
  Speaker 2: kind of overhauled. We have to do that because if not,
• 55:57
  Speaker 2: football is going to keep going in the wrong direction
• 56:01
  Speaker 2: and or kids not playing right.
• 56:04
  Speaker 4: I totally agree, and I think the key sportsmanship it
• 56:07
  Speaker 4: needs to be taught from the time they step on
• 56:09
  Speaker 4: the field at a young age. They have to learn.
• 56:12
  Speaker 2: And let me be clear, I have tried to get
• 56:15
  Speaker 2: some folks on here to have this discussion.
• 56:19
  Speaker 5: I am.
• 56:20
  Speaker 2: I am looking for someone to come in and be
• 56:24
  Speaker 2: able to tell us what is the conversation about transfers
• 56:29
  Speaker 2: are they why do they think it's good? Why is
• 56:32
  Speaker 2: you know, you can't even rebuild a team because as
• 56:35
  Speaker 2: soon as the kid gets good, he's leaving. So we
• 56:38
  Speaker 2: need an opportunity to have someone come in on the
• 56:41
  Speaker 2: show and have this discussion and tell us why.
• 56:45
  Speaker 5: This is something that's valuable and important and what it's.
• 56:48
  Speaker 4: Being Is it supported? I mean, the only thing you
• 56:52
  Speaker 4: can do is tear teamwork apart and encourage individualism.
• 56:57
  Speaker 5: That's all does That's.
• 56:58
  Speaker 2: All that's all you can do. You know, well, ladies
• 57:02
  Speaker 2: and gentlemen, that's gonna be a sport today. We appreciate
• 57:05
  Speaker 2: the time.
• 57:06
  Speaker 5: And we will get back with you next week.
• 57:08
  Speaker 4: See you late. Thanks.
• 57:10
  Speaker 3: Let's Talk with Carl Lee is presented by Attorney Frank Walker.
• 57:14
  Speaker 3: Real talk, real experience, real results. Frank Walker law dot com.
• 57:19
  Speaker 3: Comment on episodes, ask Carl and Hollis questions or suggests topics.
• 57:23
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• 57:26
  Speaker 3: Lee and remember to like the page to become part
• 57:29
  Speaker 3: of the conversation.
• 57:30
  Speaker 1: If you follow, does it done for? Get back up
• 57:32
  Speaker 1: for your feet? Anything will be aware yup? Even defeat.
• 57:36
  Speaker 1: They say, shits a bath for you. Wise, very very sweet.
• 57:38
  Speaker 1: Couldn't play with big kids. I had to sit in
• 57:40
  Speaker 1: the street and watch from a distance. But over time
• 57:43
  Speaker 1: I grew.
• 57:44
  Speaker 2: If I put.
• 57:44
  Speaker 1: In the work, in no time, I'm doing everything that
• 57:47
  Speaker 1: I worked and prayed the moka. If you ask me
• 57:50
  Speaker 1: how did I do it, I'm gonna say, you gotta work.
• 57:53
  Speaker 1: Ry shn, just mine gotta show. Everybody is my son.
• 57:57
  Speaker 1: You gotta work, cry shn. Never mind who.
• 58:00
  Speaker 2: Talk of died this day?
• 58:02
  Speaker 1: Line, don't talk. You gotta work. You gotta work. You
• 58:08
  Speaker 1: gotta work, You gotta work, You gotta work, you gotta work.