![Genesee Generals hockey coach Doug Towler, far right, celebrates his record 630th win with family Dec. 23.](/sites/default/files/2024-01/240110_hockey_2H.png)
Career Wins Record Reflection of Towler's Dedication to Genesee County HS Hockey
By
Paul Costanzo
Special for MHSAA.com
January 10, 2024
Jeff Rouse called his former hockey coach Doug Towler one of the most intense people he’s met.
“He was a (butt)-kicker,” Rouse said. “You knew Doug was the boss. If you weren’t listening in practice, you were skating, or he was breaking hockey sticks over the net.”
But when Rouse had the opportunity to attend a party celebrating Towler setting the MHSAA all-time coaching wins record recently, he and some of his former Grand Blanc teammates, who played for Towler during the 1980s, made sure to be there. And to see the emotion on Towler’s face as he walked into Madden’s Bar in Davison greeted by dozens of his former players made it more than worth it.
“I’ve got nothing but good things to say about Doug Towler as a coach, and even as a friend after,” Rouse said. “He’s always been a good dude. … We’re all just fortunate to have been blessed to skate for the man.”
Hundreds of players at Flint Northern, Grand Blanc, Davison and now with the Genesee Generals – a second-year co-op team with athletes from Davison, Flushing, Goodrich and Swartz Creek – have had the opportunity to play for Towler over his more than 40-year career. And on Saturday, Dec. 23, they all became part of history.
The Generals defeated Bay Area Thunder 3-2 that night, giving Towler his 630th career victory, sending him past Mike Turner of Trenton for most all-time for a hockey coach in Michigan.
Towler knew it was on the horizon, but didn’t want to bring attention to it – “That’s so Doug,” Rouse remarked – as he didn’t want to put extra pressure on his players.
But when he stepped into Madden’s, it all started to get to Towler.
“When I got to the party that they had, it was a surprise, obviously,” said Towler, who now has 631 wins. “I got there and I see the guys I work with at (IMA Brookwood Golf Club), and I see some old players, and it did kind of hit me a little bit. It was, honestly, it was great. It was a fun night. A couple of the (Flint) Powers coaches came over after their game, and there was a Grand Blanc coach there, and so it was a nice night. There were a lot of laughs, a lot of stories. And I’m sure, you know, over the years, those stories have gotten bigger.”
One doesn’t need to exaggerate when telling tales of Towler’s career, though.
The Sarnia, Ontario, native played college hockey at the University of New Hampshire and signed with the Chicago Blackhawks organization, playing in their minor league system for two years. His pro career took him to Austria, but he returned to North America to play for the Flint Generals of the International Hockey League. After one full season with the Generals and an injury-shortened second IHL season played in Flint and Saginaw, Towler joined the coaching ranks, taking over the Flint Northern program in 1979.
After two seasons at Northern, he spent a decade at Grand Blanc, winning three Regional titles between 1981-91. He took over the Davison program in 1992, and over his 30 years with the program he’s won eight Regional titles, made four trips to the Semifinals and two MHSAA Finals appearances.
VIDEO: Davison (@DavisonHockey) hockey coach Doug Towler talks to his team after they came back to beat Flint Powers 3-2 on Wednesday night. Brought to you by @MichHSHockey pic.twitter.com/XcS1yls750
— STATE CHAMPS! Michigan (@statechampsmich) January 11, 2020
“I played for him for three years, and I’ve known Coach Towler for a long time, and personal accolades were never on his radar,” said Albert Mitchell, who played for Towler from 2001-03 and helped Davison finish as Finals runner-up in 2002 and 2003. “He was always about wanting to make guys better hockey players, and better young men.”
It’s that philosophy that not only helped Towler win more games than any other hockey coach in the state – Traverse City Central’s Chris Givens is second among active coaches, and entered the season with 428 wins – but made so many former players want to be there for him when the milestone was celebrated.
“It’s safe to say that, for me, I don’t believe I would have ever played high school hockey if it wasn’t for Coach Towler,” said Mitchell, who went on to play at Elmira College in New York and is now the coach of the Fenton-Linden Area high school team. “Coach Towler is somebody that my dad respected and he wanted me to play for, and fortunately I did. I was fortunate to go on and play at the next level, and without Coach Towler, I don’t think I would have been able to do that.”
As fun as the party was, it came dangerously close to not being a celebration of a new record. The Generals led Bay Area 3-0, but allowed a pair of third-period goals that put the game in doubt. Assistant coach Ryan Welch, who had helped arrange the afterparty, said there were some extra nerves down the stretch.
“Was I nervous? Hell yeah, I was nervous,” Welch said with a laugh. “We had planned it two weeks before, and we played Friday and Saturday of that week, so we had to win both of them. We ended up winning 3-2 in Tawas and won 3-2 in Bay City. One of the coaches, Tony Perry, he rarely says anything, and he was chirping the whole game. I do think there was a little bit of nerves with everyone. Doug had his whole family here, and I’m sure our kids were nervous – we didn’t play the very best. Everyone was a little bit nervous because they wanted to be a part of this history.”
Welch, who played for Towler from 2002-06, is one of his three longtime assistants, although his 12-year tenure is much shorter than the others. Both Tony Perry and Charlie Eakes have been with Towler for more than 30 years.
Welch, Rouse and Mitchell all marveled at Towler’s ability to span multiple generations of athletes during his time as a high school coach. But they all are less surprised that Towler could pull it off, and more in awe of what he’s done.
“He’s had a lifelong commitment to the game of hockey at the high school level,” Welch said. “Usually, coaches start to have a little success and they move on. He’s had a lot of patience throughout the years. That tells you that he enjoys coaching these varsity athletes. It takes a tremendous person these days to stick with it. Over 40 years, the generations have changed, and he’s had to change the way he does things. It shows his love for the game of hockey, it shows his love for the community and his commitment to the Genesee County area.”
Paul Costanzo served as a sportswriter at The Port Huron Times Herald from 2006-15, including three years as lead sportswriter, and prior to that as sports editor at the Hillsdale Daily News from 2005-06. He can be reached at [email protected] with story ideas for Genesee, Lapeer, St. Clair, Sanilac, Huron, Tuscola, Saginaw, Bay, Arenac, Midland and Gladwin counties.
PHOTO (Top) Genesee Generals hockey coach Doug Towler, far right, celebrates his record 630th win with family Dec. 23. (Photo courtesy of the Davison athletic department.) VIDEO Towler addresses his team after a 2020 win over Flint Powers Catholic.
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Turnaround Coaches: Study their Steps
April 27, 2016
By Scott Westfall
MSU Institute for the Study of Youth Sports
Turnaround leadership is often a popular topic within sports conversations, as many coaches are revered for their ability to transform a struggling team into a “winner.”
Turnarounds often are discussed in platitudes such as, “That coach has what it takes to turn this program around.”
While often talked about during the offseason, especially in the face of coaching vacancies, turnarounds are difficult to achieve. After all, if transforming a failing team into a successful one were an easy task, there would not be such an abundance of teams that struggle year-in and year-out.
As much as turnaround coaches are celebrated for their abilities to turn a losing program into a winner, very little scientific research has been devoted to analyzing coaches who have proven themselves as turnaround specialists. The steps and intangibles necessary for achieving a coaching turnaround have remained undetermined as this topic had never been examined from a scientific perspective – until now.
For the past year and a half, I have devoted the majority of my time to researching turnaround leadership in high school coaching, undertaking this study as the topic of my doctoral dissertation project. Research participants in this study included 11 high school football coaches from the state of Michigan who led dramatic turnarounds at their high schools within the last decade. The criteria for participant selection were:
• Prior to the coach’s arrival or appointment as head coach, the team finished (at least) three of the previous four seasons with a losing record (below .500 winning percentage), including a losing season immediately before the coach’s arrival or appointment.
• Within five seasons of the coach’s arrival, the team enjoyed (at least) three winning seasons (above .500 winning percentage).
Before their turnarounds occurred, these high schools had not experienced a winning season (on average) in 7.2 years, while five of the 11 schools had never qualified for the MHSAA Playoffs. However, upon being hired, the average time it took the coaches to achieve a winning record was 1.73 seasons. Moreover, the average time it took the coaches to qualify for the MHSAA Playoffs was 1.82 years. On top of this, each of the 11 teams qualified for the playoffs within three years of hiring their new coach.
The circumstances these coaches faced when they arrived were challenging to say the least, as all of the coaches entered a negative situation with poor team culture. These situations were characterized by losing streaks, cancelled seasons, dilapidated facilities, poor role models on the previous coaching staffs and a significant amount of parental pushback. Players and community members often were embarrassed by their football program. One coach described the situation by recounting, “During that time they were a doormat; everybody’s homecoming, a laughing stock. They were like the Bad News Bears.” Additional problems included low numbers, very little player development, and a low amount of commitment to the overall program.
One coach that I interviewed compared entering a turnaround situation to building a well. He stated, “You may not have success on the surface initially, but if you dig nice and deep and build the well right, there is water down there. It’s going to be some work and it might not come up right away – it takes some pumping. But if you build it right, it will happen.” In this article I will attempt to encapsulate 16 months of research, 191 pages of interview transcriptions, 2,278 miles driven across the state of Michigan, and countless hours spent with 11 turnaround coaches, in order to present to you the nucleus of what it takes to turn around a failing high school program.
The coaching philosophies of the majority of the coaches were characterized as “educational athletics.” This involved coaches striving to do things the right way, viewing their job as an extension of the classroom, implementing a character development program, and using football as a vehicle to teach life skills to players. Furthermore, their greatest strengths were revealed to be coaching/leadership skills, along with the ability to develop strong relationships with their players.
Coaches unanimously agreed that upon their arrival immediate changes needed to be made to the team’s culture. These changes included prioritizing team workouts, altering visible elements like the organization of practices, offensive and defensive schematics, team logos, along with placing positive role models in front of the players. Other changes to team culture happened through improved coach-athlete relationships, giving players a better football experience, and purging the program of negative people. One coach used the term, “Weeding the roses,” which means getting rid of the negative people in the program in order to let the better parts grow and prosper.
All of the coaches developed some type of vision for their program. The most common visions involved transforming their team into a top-level program, and for their players to conduct themselves as quality human beings. Winning games, competing with the best teams in their division, and playing for MHSAA championships marked becoming a top program. While winning was a major component of the coaches’ visions, developing quality human beings was revealed to be just as essential. This was evident as several coaches remarked that their most well-behaved kids were also their most productive players, and that doing things right in school and in the community often equates to wins on the football field.
To build upon their visions, each of the coaches formulated some type of plan or “blueprint” to execute their turnarounds. The majority of the coaches’ plans were constructed around developing positive coach-athlete relationships and employing off-season strength and conditioning programs. While all of the coaches’ plans eventually yielded a great amount of success, not all parties bought into them initially. Some of the players needed to see proof that the team could win games before they were completely sold. In order to create buy-in, the coaches used various approaches to connect with players and sell their plan. These methods included team activities, cultivating relationships with players, continuously selling their vision, hiring/retaining quality assistant coaches, and entering the situation with some sort of previous expertise. Although it may take time, the coaches stressed the importance of the players buying into their vision. As one of them decreed to his team, “The quicker you buy in, the quicker we win.”
Early indicators that a turnaround was commencing included winning games or making significant strides off of the field through positive coach-athlete relationships. Sources of sustained changes included a win streak or an increased level of commitment from the players. Clear indicators that the program had undergone a turnaround included the players adopting a new mentality filled with trust and confidence, along with the program reaching unprecedented levels of success, such as competing with the best teams, completing an undefeated season, and/or making the playoffs consistently.
Character development emerged as a strong component of this study, as 100 percent of the coaches reported that it played a significant role in fostering turnarounds. The coaches also indicated that they deliberately teach character in practice and use coaching as a platform for character development.
In hindsight, an outside observer may assume that these coaches were destined to succeed and their plans were met with little resistance. However, after examining their roads to turnaround success, most of them met several barriers along the way. Early obstacles included widespread mental challenges among players such as a lack of confidence and/or trust. Other early barriers included parental pushback and some cases of overt interference. After the turnarounds were complete, the coaches’ problems did not disappear; they simply changed form, as complacency became the new problem on the team. A potential root of this complacency was the addition of younger players who thought that success would happen automatically simply because of the program’s prior achievements.
The coaches were quick to acknowledge that the turnarounds would not have been possible without the excellent support they received. Their greatest source of help came from their assistant coaches who contributed both tangible and psychosocial support. Tangible support was seen through the assistants performing administrative duties and overseeing strength and conditioning sessions. Meanwhile, psychosocial support came in simple ways, such as listening, giving advice, and showing belief in the head coach. As one coach stated, “You’re only as good as the people you have around you.”
Team turnarounds are not officially complete until a team maintains the success it has built. In order to avoid complacency and sustain momentum, the coaches recommended that coaches and players find ways to keep reaching higher. In order to do this, coaches recommended talking to players about their team goals and what they want their legacies to be. To help sustain momentum, coaches stressed that it is often the little things that matter the most, such as effort, team discipline, player accountability, and positive attitudes.
The strongest theme that emerged from this study was the importance of coach-athlete relationships. All of the coaches believed that relationships are imperative to fostering turnarounds. It was also emphasized that relationships are crucial for sustaining long-term success. In essence, coaches may experience some momentary success by taking shortcuts with superior talent, however, strong relationships are the “X-factor” that will sustain the program over the long run. While the approaches of building relationships were diverse, what mattered most was coaches spending time with players in both structured and unstructured team activities, and simply showing players that they cared about them as people as much as they did as football players.
Steps of a Turnaround
(When turnarounds happen, they usually happen in this order)
1. Establish new leadership
2. Assemble a staff of positive role models
3. Gather information about the program
4. Create the vision
5. Make a plan and communicate it
6. Create buy-in from players and other key people
7. Change behavior – This is the impetus of the turnaround
8. Create and celebrate early wins
9. Don’t let up – Keep setting new goals and reaching higher
10. Complacency is the enemy: Make sure change sticks!
Intangibles Checklist
(These are the little things that people cannot see or do not talk about, yet they often matter the most)
1. Positive relationships between coaches and players. Build these by spending time with players and showing them you care about them as a person.
2. Establishment of a strength and conditioning program. All successful turnarounds were led by coaches who implemented a respectable offseason training program.
3. Display an undeniable belief that your vision and the plan will produce successful results. Continuously sell your plan and give players the reasons behind why you do what you do. Be prepared to stand tall and adhere to your vision when adversity strikes.
4. Generate player buy-in through team activities. Remember that sports are supposed to be FUN. Plan structured and non-structured activities to generate fun, excitement and team cohesion!
5. Demand excellence of your players off the field. Promote educational athletics and use your platform as a coach to teach character and life lessons to your players.
6. Outwork your opponents in everything you do. Arrive earlier. Stay later. Go above and beyond what your competitors are doing. Set the tempo that hard work is the new norm and it starts with you.
7. Remember that the little things matter. Take the time to ensure that your team always has the right effort, attitude and discipline, as well as accountability to the program and each other.
Scott Westfall spent 10 years as a teacher, coach, and athletic director in Fort Collins, Colo. He is currently finishing his Doctorate at Michigan State University, with an emphasis in Sport Psychology and Athletic Administration, and assisting the MHSAA with its student leadership programs. Westfall is a former athlete who participated in football, wrestling, tennis and cross country at the high school level, and rugby at the collegiate level. Please feel free to contact Scott if you would like a copy of his full dissertation. Scott also performs speaking engagements at conferences on various topics within educational athletics. He can be reached at [email protected]