The MQA Method
As members of society differ, one from the next, quarterbacks do as well. Your son is different from mine, mine from the next. To be effective, we have designed MQA training to comprise all four learning styles.
Let me give you an example:
Passing the football is, arguably, the most important skill a QB must possess. It comprises three techniques – Ball Grip, Throwing Mechanics and Body Positioning. Take the action of throwing. We work in small groups of like-ability students. We ask them to describe the mechanics and thought processes they use when throwing a pass. Next, we show videos of QBs like Tom Brady, Peyton Manning, Russell Wilson and Dan Marino. We ask students to describe what they are seeing.
Only then are we ready to teach. We start with the goal – deliver the ball to the right place at the right time with the right velocity. We ask students which factors determine velocity, distance and accuracy. We then start to talk about force, arc and resistance. Next, we explain the MQA technique for Throwing Motion. We teach that the ball must pulled backward from the chest-high position in straight line using the shoulder muscles. We call it “drawing the bow”. By using the shoulder muscles, we have loaded our gun with the most powerful muscles available to launch it. This will provide maximum force (when combined with lower body mechanics), and, thereby, enhance distance potential. After “drawing the bow back”, we stress “hammering the nail” to fire the ball. Again, we show videos of other celebrity QBs displaying this technique. We then move to the field, where MQA instructors demonstrate first and then lead drills to give students a chance to emulate. The result is that our students learn the same lesson in multiple, highly complementary ways. They hear it, they see it, they do it and they understand why the technique works.
Now, let’s talk about WHAT we teach.
We use three words – over and over and over again. DECISIONMAKING, EXECUTION and LEADERSHIP. At MQA, our method is based on these three cornerstones. A look at the most successful QBs of our time, guys like Montana, Manning, Brady, Elway, Namath, Marino, reveals that every one of these Hall of Famers:
- Consistently made good DECISIONS. Each was able to interpret the clues provided by opponents, choose the “most likely” opportunity for a successful outcome and then adjust based on real time developments, like 300 pound linemen bearing down like an angry grizzly;
- Consistently EXECUTED with efficiency and precision. In his own way, each displayed ingrained mechanics that delivered the ball with velocity and accuracy to the location needed. Each was able to prolong plays by sensing pressure, side-stepping in the pocket and finding passing lanes;
- Consistently provided LEADERSHIP. Whether it is Manning barking audibles, Brady’s steely eyed look in the huddle or Namath guaranteeing victory. Each was the clear leader and teammates were eager to follow, especially with the game on the line.
At MQA, we believe it is our job to develop each student in all three critical areas. We believe that, at today’s professional, college and, even high school levels, it is rarely enough to be the best athlete. Proper skills, thinking and behaviors must be learned and perfected, until they are second nature. Until, they are automatic.
Why is this necessary? Simple, competition. Becoming a highly proficient QB can unlock doors. To a Division One scholarship, to an Ivy League education, maybe even to a first round draft pick. And, these rewards have great economic value. They can make the difference between a life of hardship and anonymity and one much superior. Parents see these opportunities and are more willing than ever to invest.
In other places on this website, we have tried to give you as much in the way of program detail and answers as we can, so I will conclude this introduction with one final thought. One of the greatest advantages we have at MQA comes from the instructor to student ratio. Yes, like others, we do operate camps with 30 or 40 students. That is what the economics demand. However, the majority of our work is done in small groups. One instructor for every 4 to 6 students. This enables us to hone in on how each student learns best – and to deliver knowledge in the most impactful way. It also enables students to ask questions, to volunteer answers and to raise concerns. This type of interaction is invaluable. It generates numerous teaching moments and fosters student ownership.