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Says Madden, "At the University of Texas, as in the University of Colorado, I handle all the discipline, no matter what the discipline is. At Colorado I taught the guys how to take all that extra energy they had whe they were off the footbal field and fcus it on the field, and to work together t be the best team."<br>No matter how good a training program may be, inuries are a fact of life in football, and as suc Madden believes, it's important for him to be involved as the third component in injury rehabilitation. "First you have your doctors, then your trainer, then you have me," says Madden. "All of us, inluding the athlete, communicate with each other on a daily basis. We kep our athlete informed about why we choose a particular course of action so they understand what's going on in thei rehabilitation, and it works to keep them positive. Say a player has an injured right shoulder; we can still work on his left arm and on his legs so he doesn't get too far behind."<br>Another keyin Coach Madden's strategy to getting the players back fast is Dr. Keith Pyne, who flies in from his chiropractic offices in Dallas to work on the Loghorns. Pyne is considered one of the foremost practitioners of Active elease Treatment Techniques"!, a hands-on mthod for the rehabilitation ofsofttissue mechanics. "Dr. Pyne does a great job for us," says Madden. "He has a great knowledge of physical imbalances, and he works down the whole chain of the body to figure out exactly what is wrong. For example, if a player appears to have a hamstring injury, it may actally be a lower back prblem. We've been vey fortunate to have Dr. Pyne in our program."<br><br>The NFL Connection<br><br>As part of the football oaching staff, Madden also plays a key role in recruiting and takes is role seriously. "You have to let these athletes understand what the can bring to the program," says Madden. How has he done? "Two yearsago we had the number-one ecruiting class in the nation, last year we had the number-three class,and this year we're likely to have either the number-oneor number-two class in the