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Oregon had developed into an excellent team through hustle in practice and focus off the field.<br>With the start of the class 3A playoffs, the Hawks continued to better themselves with each game. They physically dominated larger opponents for the next four weeks in route to the state championship game. Unlike Oregon football of the past, the Hawks were finishing off exceptional opponents instead of just being happy with being competitive. Every player on the team, from starters to back-ups, would do anything possible to win.<br>Unfortunately, in the state championship, the Hawks ran into a physically superior team that had an equally competitive work ethic and team attitude.<br>Oregon lost to number one ranked Harrisburg, but by no means did that take away from the Hawks run during the 2000 season. By implementing the BFS program and a great work ethic, John Bothe and his staff turned the Oregon football program from an easy win for opponents into a successful program in just two years. His players embraced the system and thrived under it. The work ethic was also evident in the players off the field, with no Hawk being academically ineligible during the 2000 season. Oregon s football team also gave the community something to rally behind and be proud of, as evidenced by the numerous signs around town and record breaking turnouts for the games. The athletic director from Seneca, a playoff opponent, noted how the Hawks fans had turned his stadium into an Oregon home game and claimed Oregon s football program to be one of the classiest he had ever seen. The Oregon staff, players, and fans truly made it  great to be an Oregon Hawk. <br><br><br><br>" <br><br>The athletic director from Seneca, a playoff opponent, noted how the Hawks fans had turned his stadium into an Oregon home game and claimed Oregon s football program to be one of the classiest he had ever seen. The Oregon staff, players, and fans truly made it  great to be an Oregon Hawk. d adolescents. Clinics in Sports Medicine, 19: 593-619.<br><br>Faigenbaum, A., et al. (2001). Effects of different resistance training protocols on upper body strength and endurance development in children. Journal of Strength and Conditioning Research, 15(4): 459-465.<br><br>Faigenbaum, A., & Chu, D. (2001, December). Plyometric training for children and adolescents. ACSM Current Comment.<br><br>Faigenbaum, A., Kraemer, W., Cahill, B., et al. (1996). Youth resistance training: position statement paper and literature review. Strength & Conditioning, 18: 62-75.<br><br>Faigenbaum, A., LaRosa Loud, R., O Connell, J., et al. (2001). Effects of different resistance training protocols on upper body strength and endurance development in children. Journal of Strength and Conditioning Research, 15(4): 459-465.<br><br>Faigenbaum, A., Micheli, L. (2000). Preseason conditioning for the preadolescent athlete. Pediatric Annals, 29: 156-161.<br><br>Faigenbaum, A., Milliken, L., LaRosa Loud, R., Burak, B., Doherty, C., & Wetcott, W. (2002). Comparison of 1 and 2 days per week of strength training in children. 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