Ithaca’s Triple I
T he Ithaca I has involved over three
years of running the true triple option
offense. To understand why the I is used
exclusively at present requires one to know
what has transpired in the past.
The first year, we ran the wishbone.
However, two-thirds of the time we
flankered people and ended up with a bro-
ken wishbone. The reasoning behind this
was that we faced a number of teams that,
in our judgment, out-manned us. Therefore
we spread our sets in order to give us a
better opportunity to throw. The spread
also limits the defense in the various ways
that they can cover the option. We ran our
total option game from all sets. The broken
wishbone created a problem of not being
able to run some of our plays because of
the position of the deep back.
The second year the full wishbone was
retained, but when a spread offense was
used, we employed an I rather than the
broken wishbone. This eliminated some of
the problems we had in running our deep
back. Yet we felt there was some conflict in
presenting and operating from an I and
wishbone combination. We still used the
spread offense two-thirds of the time.
Jim Butterfield The third year, we used only the I,
because of simplicity, personnel, and past
Head Coach statistics. The wishbone was totally elimi-
nated. The closest approach to the wish-
Ithaca College bone is with the power I sets. The spread
offense is still employed, but it was used
Ithaca, N.Y. closer to one-half the time. An attempt is
made to run every play from any set. The
set must not indicate what plays will be run
from the set.
Why the I?
The I insures us that we will always
have the back we want in the deep position
and he is a threat in either direction. With
limited personnel, it becomes imperative
that we are able to get the ball to the back
we want to use at all times. The wishbone
did not always afford this opportunity.
Obviously, there are backs who do one
thing better than others, or backs in one
backfield who have different capabilities in
a particular phase of the game. Therefore,
to use this potential, we move either one of
our runningbacks into the deep spot. Our
basic deep man is identified as our A back.
The flanker back is identified as the Z back.
We call “Zebra” to get the Z back deep.
This also gives us added depth at the deep
spot with a proven player, in the event that
our A backs become immobilized, or vice-
• AFCA Summer Manual — 2000 •
versa. This switch of position must not indi-
cate the plays to be used, and thus each
man must have the overall capabilities to
run the entire offense from each position.
Yet the player ’s strengths will be assessed
and we will use him most where he is
strongest. Three basic abilities of the men
must be recognized. They are the type of
running ability, the type of blocking ability
and the receiving ability.
The fullback influences us to use the I
more than any other factor. The splitback
veer was carefully considered but eliminated.
Our fullbacks have been some of our better
athletes and yet they did not have the speed
necessary to be outstanding pitch men. Their
greatest strengths were quickness and run-
ning ability at the line of scrimmage.
Option Advantages of the I
The I formation has merit on the base
play because of the line-up positions. The
pitch man is now closer to the corner than
he would be in a wishbone formation.
Assuming that the players all take a 36-
inch stance, the deep back’s near foot is
then 54 inches closer to the corner. This
one full stride gives us an additional advan-
tage in getting to the corner, and of course,
in a wider position to receive the pitch.
However, to compensate against the possi-
bility of the deep man outrunning the pitch,
we have deepened him slightly to a posi-
tion of 18 feet from the ball.
The fullback is the same as in the wish-
bone. Also of great consideration is the fact
that we feel the fullback in his conventional
position enables the quarterback to make a
more positive and easier read.
The up back in the power sets splits the
guard’s outside leg. Their vertical position
will change, but basically it is 14 to 15 feet
from the ball. So, here, too, our lead back
is wider and closer to the corner than the
same position in the wishbone. The rela-
tionship between the lead blocker and the
pitch man has been maintained with this
lineup.
I Formations and Procedures
Reasons were offered at an earlier point
about using a power I or spread I. However,
multiple I sets are employed. We believe in
multiple sets as long as we do not lose sight
of our theory of simplicity. We feel that mul-
tiple sets affect defensive preparation and
they also allow us the ability to exert maxi-
mum pressures on a defense.
The sets used at Ithaca are as follows:
 Diagram 1 Jim Butterfield at a Glance
Experience: Assistant Coach, University of Maine, 1956-59;
Assistant Coach, Colgate University, 1960-66; Head Coach,
Ithaca College, 1967-93 (206-71-1)

Career Head Coaching Record: 206-71-1

NCAA Division III Playoff Record: 21-8

Also of consideration at this point is the
fact that the offense is flip-flopped.
Therefore instead of having six sets, there
are now 12. Six right and six left. All players
flip-flop except the center, quarterback, full-
back, and tailback. The directional call
always refers to the tight end side. This
system is used for several reasons. It
allows a better placement of offensive line-
men so that our team has a power side and
a quick side. It affords a better opportunity
to match the offensive players against the
defensive players we wish to match them
against. It also means a play right becomes
the same play left when the offense is
flipped from right to left. Or in other words,
we double the plays we run with no added
play learning or teaching.
Every formation may be changed by
calling “open.” The tight end then splits out
eight to 15 yards from his original spot. The
width of the split may be pre-determined for
various reasons, but we are generally look-
ing for maximum yardage. The widest max-
imum split for us is the distance at which
the quarterback can deliver the ball with full
velocity on a pass.
On an “open” call, any other receiver
stays five yards wider than the tight end. If
15 yards is our maximum, the end then
would be restricted to a 10-yard split. The
end is kept inside the flanker in order to
better utilize his blocking talents.
The split end side follows the same
rationale as the tight end side, except now
the split end must be told when not to split.
This is done by calling “tight.”
Through the use of “open” and “tight,” we
achieve different looks on either side. But
foremost is the possibility of placing players
together in the manner that we think is going
to best serve the situation at hand.
Shifting and Motion
In establishing a total I attack, we want-
ed to maintain the lead blocker principle
that is offered in the wishbone. We do this
by using our power I formations. We were
greatly concerned about these sets giving
National Championships: Division III, 1979, 1988, 1991
Honors: 1988, 19991 AFCA National Coach of the Year; 1974, 1978, 1979, 80 AFCA
District Coach of the Year; 1984, 1985, 1986 AFCA Regional Coach of the Year; 1997
College Football Hall of Fame inductee
the opposition positive keys on where we
were going to run. Something had to be
done to help eliminate tendencies. We do
three things to help alleviate this problem.
First, we scout ourselves weekly and
therefore, we have a general idea what the
opposition has seen us do. We keep a com-
posite of these scouting reports through the
season so that at any time we are able to rec-
ognize tendencies building. The scouting
report shows plays from formations, total hit
charts, down and distance charts, hash mark
charts, and plays versus each opponent.
Secondly, we quick shift prior to the run-
ning of a play. It is important that we do not
do this every time and that the shifting back
fully understands when he can shift. He
may shift when it has no effect on the play,
but at times we have him shift when he is
the key to the play. He shifts about once
every three or four plays when he is in the
power set. The quarterback may tell him to
shift if he anticipates an over-shift. The
back may shift any time by lining up oppo-
site the quarterback’s formation call. It is
his responsibility to shift on time for we do
not want the quarterback concerned with
this detail. Most of the shifting is done on
long count plays, but occasionally we shift
on a quick count. Because we do run
everything in our offense when one back is
flankered, we feel capable of shifting a man
and then hitting anywhere with confidence.
Thirdly, we motion. We may even com-
bine the shift and the motion. This takes tim-
ing, but here again, we do not want the quar-
terback concerned with this detail. The back
must be in the formation called at the right
time. The quarterback then starts motion with
a heel lift. We will definitely pick up motion
and run the opposite way. We motion any
length from any set. Most of it by far is quick
motion from the power sets and we are
attempting to get the motion man just behind
and one-half stride past the fullback. The
most important part of the motion is to get the
lead blocker in position and to maintain the
relationship between him and the pitch man.
If this distance is over extended on the base
play, the motion becomes ineffective.
Teaching the Fundamental Recognition
Because of the many articles written on the
techniques of the players involved in running
the triple attack, we will not belabor those
points. We do not do anything that is radically
different in running the plays. We have initiat-
ed some of our own theories and with that
comes some slightly different methods.
In teaching the true triple, the coach
must be initially overbearing on his players.
He must be a perfectionist. He has to insist
that all rules of body, steps, targets, and
speed are closely followed.
Our practice schedule involves three
basic plays — the true triple, the loaded,
and the counter option. We pre-determine
every part of the true triple. However, our
practice sessions are limited largely to the
true play itself. All of these plays are run to
each side of our formations and therefore
we practice them towards the split end,
tight end, wingback, slot back, and twin.
As practice starts in the fall, we obvious-
ly spend a large segment of time in the pre-
sentation and practice for this very difficult
play. We want to present every minute
detail and have it clearly understood. We
break down each component of the play
and present it as simply and logically as
possible. We tell the quarterback what will
happen to him and limit it to that one event
until he understands it thoroughly. We then
move on to another problem he will face.
Our thesis is that in this way, the quarter-
back will have been presented each defen-

• AFCA Summer Manual — 2000 •

sive possibility before he sees it in actual All give, all backs. Emphasis on steps. ball attack corner and must keep.
scrimmage. The defense will be definitely Diagram 10
Diagram 5
restricted to only those coverages that
have been practiced as we get into full cor-
ner or team play. Definitely, the quarterback
is not to be fooled by anything for which he
has not been prepared. We want him to
attain all the confidence he can muster.
The following diagrams (Diagrams 3-14)
represent the progression of recognition
drills as presented to the backs in learning
the triple. Flash fingers. All backs and quarter- True fullback read. Corner comes
back’s read and tell number of fingers. across quarterback keeps.
Basic Blocking Drill
Diagram 6 Diagram 11
After the recognition drills have been initi-
ated and run continually in our first three days
of practice, the basic blocking drill is present-
ed. In the first three days of no pads, we will
be blocking lightly versus air dummies. But
with pads comes the intensive blocking drills.
In any drills involving the triple, a center must
be used. This assures that the timing is cor-
rect. The center blocks a dummy on him
every other time and the centers are rotated Coach tells quarterback he will stand still. True fullback read. Corner widens.
to this drill so that they all get equal time. Diagram 7 Quarterback keeps.
Below is a diagram of our basic blocking
Diagram 12
drill.
Diagram 2

Coach tells quarterback he is stepping

outside. True fullback read. Corner takes quar-
terback. Quarterback pitches.
Diagram 8
Progression of Teaching
Diagram 13
Diagram 3

Coach stands still or steps outside.

Quarterback must report what was done. True fullback read. Corner stunts.
Correct alignment, steps and arm exten- Quarterback pitches.
Diagram 9
sion. Ball to mid-section. Second step. Diagram 14
Diagram 4

Coach stunts down, quarterback keeps

• AFCA Summer Manual — 2000 •

 True read inside-outside (Diagram 14).
Tires are used to represent guards. Next
in line must be a person lined up in the tack-
le position to keep the presentation more
realistic. Assigned to this spot are fullbacks
and they make a move down inside on the
snap. They must be continually urged to
work with snap and precision and they must
stay in a low breakdown position. The defen-
sive read position is assigned to the quarter-
backs. They know what is expected at this
spot and they can simulate the read better.
They, too, must stay low. They then rotate to
the offside and throw to the offside receiver.
They then become the quarterback. The
onside end or wide receiver(s) work releas-
es and blocks versus coaches or men down-
field representing secondary.
Also used in our blocking drills is a block-
ing sled pad that is laid on the ground just
outside of the fullback’s path and slightly
deeper than the quarterback’s line-up posi-
tion. The quarterback must take his second
step and stay inside this pad. We want him to
take his ride step and explode off that step if
he keeps outside the fullback.
Therefore our blocking drills also develop
into a read by the quarterback. We will force
him to work on the things we feel must be
emphasized by giving him the proper reads.
If the quarterback is having troubles with his
steps or mesh, we will take the read away
from him so he may concentrate entirely on
these parts of the play.
The first block for all deep backs is the out-
side block. Depending on the time available,
each man blocks two or three times. The
counter option is run next and the fullbacks
get their outside block. Finally, the loaded
block is practiced for all Aand Z backs.
To block the outside, a back takes three
initial flat steps starting with the outside leg.
In this time, he must read the corner and
determine who he is going to block. He
then runs at and attempts to block the
man’s outside leg. He reaches the outside
leg or outside of the large dummy with his
hip by throwing his arms upfield. If he does
this correctly, he will end up flat on the
ground after his block in a stretched out
position. He will almost bounce off his
stomach and chest as he hits the ground.
To block loaded, the up back runs a
straight path directly at the designated
man’s outside knee. He cannot belly this
route. He must explode to the blocking tar-
get at all possible speed. He shoulder
blocks the outside knee (bag) and throws
his head upfield. He must not block high.
We want our backs to move the big dummy
as they attack it low and hard.
Fall Practice Sessions
First Three Days: Recognition of the
different ways the corner may be defensed.
Presenting the theory and total picture. Run
the base play, loaded and counter option.
Fourth Day Through Preseason: Start
presenting blocking methods. Use 60-70
pound blocking dummies to force blockers
to execute correctly. Downfield defenders
use air shields in order to allow them mobil-
ity. In pre-season, a blocking session will
be presented each practice.
The dummy holder evaluates and helps
the next blocker and each blocker holds the
dummy after he has executed his block.
Therefore, all blockers critique each other
to help them improve. With a limited coach-
ing staff, self-evaluation becomes increas-
ingly important.
Blocking is done each way, left and
right. However, being predominantly right
handed, we will devote special times and
possibly a whole practice to the left-handed
approach.
Emphasis on the part of the game
where we are having the most breakdowns
is undertaken. This is determined through
an effort of evaluation by the coaching staff
and players alike. This includes any type of
blocking requirements or any part of the
quarterback or pitch man’s games.
Game Weeks
We practice live on the corners during
the week in an effort to retain our timing
and sharpness. The duration of contact is
influenced by many factors. An attempt is
also made to cover all parts of the basic
game from recognition to blocking to a total
review. To neglect a part of the game will
almost guarantee a regression in that area
on the following Saturday.
A daily breakdown during the season
would be:
Monday: Presentation and recognition
of anticipated defenses and corners
Tuesday: Heavy blocking day. Some
recognition and read. Breakdown areas
from the prior week will be emphasized.
Wednesday: Ten minutes of recogni-
tion. Ten minutes of blocking.
Thursday: Two-minute offense day so
less time to work on basic drill. Seven min-
utes recognition and seven minutes block-
ing. The first offensive group sticks entirely
together. This would include any substitute
• AFCA Summer Manual — 2000 •
that might be playing a lot with that group.
Friday: A cursory review of what is
anticipated for Saturday. Working more on
the passing game than the running game.
Complementary Runs
To complement the option game, plays
must be used that strongly resemble the
option series. An attempt is made to estab-
lish the pre-determined play to the fullback.
If this play is a threat, the first step is taken
to prevent the defensive people from flush-
ing to the outside.
The fullback runs his basic path and
gets the ball in the guard-tackle seam.
The basic counter play is used as a quick
hitter. The counter option dive is also a quick
hitter, and the dive man may get the ball on
the false step side as well as on the side that
the counter option would generally be run.
A slower hitting play is a tailback draw
that closely resembles the counter.
However, the back runs to daylight. Off this
draw the quarterback runs a sweep.
An isolation series is run to force the
backers to play tough and solid.
Passing Game
Four types of passes are thrown, three
of which are play action and the other is
drop back. The play actions are all off the
running series. The passes may be called
or automatics.
Pop passes are thrown to any designat-
ed receivers within five yards of the line of
scrimmage and are thrown off the pre-
determined fullback play.
Option passes are thrown off the base
play and any receiver may be hit. Also
included in this series is the halfback pass.
Counter action passes are thrown off
the counter, counter option and tailback
draw.
Drop back passes offer several advan-
tages. We feel this action affords the best
draw and screen possibilities available. It also
gives the offense a much better opportunity to
throw to the entire field. More than that how-
ever is our belief that a team that is going to
face the option game plus the drop back
passing game has several problems. Their
defense should loosen up to a degree. They
may be forced to double cover. They will have
to be careful of too fast a commitment by their
deep backs. Their stunting game may be
affected and especially on the corners. They
must also prepare for entirely different defen-
sive drops than if they were facing a strict
play-action game.