Coaching Basketball Success - 3rd Edition (2012).pdf

Coaching Basketball Success Third Edition

Morgan WoottenJoe Wootten

human kinetics

Library of Congress Publication Cataloging Data Wootten, Morgan. Coaching Basketball Success / Morgan Wootten, Joe Wootten. -- 3rd ed. p. cm. Including index. 1. Basketball practice. I. Wootten, Joe, 1972-II. Title. GV885.3.W67 2012 796.323--dc23 2012020094 ISBN-10: 0-7360-8372-3 (print) ISBN-13: 978-0-7360-8372-0 (print) Copyright © 2013 by Morgan Wootten and Joe Wootten Copyright © 2003, 1992 by Morgan Wootten All rights reserved. Except for use in reviewing, reproducing or exploiting this work in any form or by any means, electronic, mechanical or otherwise, now known or hereafter invented, including xerography, photocopy and recording, and in any information storage and - retrieval system, is without the written permission of the publisher. This publication was written and published to provide accurate and reliable information relevant to the subject matter presented. It is published and sold with the understanding that the author and publisher are not performing any legal, medical or other professional service by virtue of their authorship or publication of this work. If medical or specialist assistance is required, the services of a competent professional should be sought. Note: Permission is granted to coaches and agencies who have purchased Coaching Basketball Successly, Third Edition, to reproduce the following materials: pp. 27, 75, 261, and 262. Reproduction of other portions of this book is expressly prohibited by the copyright notice above . notice. Persons or agencies who have not purchased Coaching Basketball Successly, Third Edition may not reproduce any material. Unless otherwise stated, the Internet addresses cited in this text were correct as of August 2012. Development editors: Laura E. Podeschi; Editorial Assistant: Tyler Wolpert; Text Editor: Patrick Connolly; Indexers: Alisha Jeddeloh; Permission Manager: Martha Gullo; Graphic Designer: Nancy Rasmus; Artist: Julie L. Denzer; Cover Designer: Keith Blomberg; Photo (Cover): Courtesy Bishop O'Connell High School/Tommy Orndorff; Photos (inside): © Human Kinetics, unless otherwise stated; Photo Asset Manager: Laura Fitch; Visual Production Assistant: Joyce Brumfield; Photo Production Manager: Jason Allen; Art Manager: Kelly Hendren; Associate Art Manager: Alan L. Wilborn; Illustrations: © Human Kinetics; Printer: Sheridan Books On the Cover: Kendall Marshall, a 2012 first-round draft pick, is shown here early in his career playing at Bishop O'Connell High School under head coach Joe Wootten. Many thanks to Bishop O'Connell High School in Arlington, Virginia for help in providing the location for the photo shoot for this book. Human kinetics books are available with special discounts for bulk purchases. Special editions or book excerpts can also be created according to customer requirements. Contact your Human Kinetics Special Sales Manager for details. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 The paper in this book is certified under a sustainable forestry program. Human Kinetics website: www.HumanKinetics.com USA: Human Kinetics P.O. Box 5076 Champaign, IL 61825-5076 800-747-4457 Email:[email protected]

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E4850

This book is dedicated to my greatest team of all time - my wife Kathy; our children, Cathy, Carol, Tricia, Brendan and Joe; our sons-in-law, Steve and Mike; our daughters-in-law, Elizabeth and Terri Lynn; and our grandchildren who bring depth and quality to our team. —Morgan Wootten This book is dedicated to my wonderful wife, Terri Lynn, whose support, love and friendship means everything, and to our wonderful children, Alexa, Reese and Jackson, who make family time unforgettable. – Joe Wootten

contents

Foreword by Mike Krzyzewski vi Acknowledgments vii Introduction ix Legend to Charts xi

part One

Coaching Basics Chapter 1 Chapter 2

Developing a basketball coaching philosophy

Communicate your approach

Chapter 3

motivate players

Chapter 4

Running a basketball program

Part II Training Plans Chapter 5

season planning

Chapter 6

practice planning

Part III Training the Attack Chapter 7

Teaching offensive positions and sets

Chapter 8

Teach offensive skills

Chapter 9

Development of a fast scoring attack

117

Chapter 10 Melee Offenses

135

Chapter 11 Attack Zone

151

Chapter 12 clock situations and inputs 169

Part IV Training Defenses Chapter 13 Teaching Defense Stances and Sets

189

Chapter 14 Teaching Defense Skills

197

Chapter 15 Team Defense

205

Chapter 16 team defense across the pitch

223

Part V Training Games Chapter 17 Preparing for the Games

235

Chapter 18 Dealing with Game Situations

243

Part VI Coach Rating Chapter 19 Player Rating

259

Chapter 20 Evaluating your program

273

Appendix A: Sample Team Meeting Agendas 279 Appendix B: Sample Monthly Practice Schedule 281 Table of Contents 284 About the Authors 291 b.c

foreword

Two things got me into coaching the game of basketball. One was a desire to teach and play a part in the development of young people, as so many teachers and coaches have done for me in my life. Joy and satisfaction come with it, and over the years I've gotten more motivation and inspiration from my players than they could ever get from me. But another very fundamental reason I've pursued a life as a basketball coach is because I love the game. For me it is beautiful. Each year I look forward to welcoming the new group of individuals I have on my staff and coaching staff and working with them to become the best team we can be as we take on the competition on the basketball court. I have long admired Morgan Wootten as a coaching pioneer, family man and loyal friend. The time we've spent together over the years has made me a better man and a better teacher. His longevity as a coach speaks to the enduring value of his values.

and the universality of his coaching principles. He is an absolute legend of the game. A shining example of Coach Wootten's legacy is his successful basketball coaching career. This third edition of his classic is a fantastic resource for anyone interested in becoming a basketball coach or improving their careers. Morgan, with the invaluable help of his son Joe, scores major points on each topic throughout the book. From teaching players the basics and Xs and Os, to how to deal with in-game situations, to many essential off-court coaching duties, this is a complete guide to running a high school championship program. But what captures my attention most throughout the book is the concern for the development of players as athletes, as teammates, as students, and as people. This focus – helping each player perform at their best and getting those athletes to be fully committed to the team – is the essence of coaching. And that's what I love most about being a basketball coach.

Mike Krzyzewski

Duke University basketball head coach

Thanks

I could not begin this book without acknowledging the deep debt I owe to so many people for so many reasons: To all the fine young people I have had the privilege of teaching and training. Rochelle McCoy, who gave me and six others the gift of life by being an organ and tissue donor, and her husband, Ray, and their children, Randall and Ray Jr., for recognizing and supporting their choice. The teams at Johns Hopkins and the University of Maryland Medical Center, particularly Dr. Thulavath and Yellow. The great coaches who trained with me and against me. This special group of coaches who have devoted so much time and wisdom to teaching me the game of life and basketball: John Wooden, Red Auerbach, Joe Gallagher, Jim Kehoe, Vic Bubas, Dean Smith, Ken Loeffler, Bud Millikan, John Ryall and so many others. My mother, who passed on to me her intense drive and love of competition; and my father for teaching me to tell the truth and be myself - always. My sisters Clare and Helen Lee and my brother Angus who have helped me in so many ways. My late Uncle Jack and Uncle Robert who were like second parents to me. Doctors and friends Dr. Hanley, Dr. Berard and the late Drs. Gaffney, Sullivan, Scalessa and Lavine.

The parents of all the young men I had the privilege of teaching and training. All the amazing men and women who have been my teachers since first grade. The three men who coached me through high school and college: Reno Continetti, Tony Crème, and Frank Rubini. The Santa Cruz nuns who started me as a coach. To the Christian brothers who got me started as a teacher and allowed me to progress in my coaching career. Trinitarians and the entire DeMatha family. The Trinidadians saw something in a young man who dreamed of becoming a coach and they hired me and stayed by my side throughout my career. There have been so many great brothers and fathers over the years of this fantastic Order, but I must especially acknowledge my great friends, Father Damian and Father James, our Rector. DeMatha continues to thrive under the leadership of peerless director Dr. Dan McMahon. And the many people, too numerous to list, who have touched my life and inspired me to touch the lives of others. And god for allowing me to be a teacher and coach.

Morgan Watt

vii

viii Acknowledgments

Basketball allows us to meet so many great people and form so many great relationships. I would like to thank a few people who have had a profound impact on me: My mother, whose passion, compassion, selflessness and kindness not only inspired me but made our family die. I am infinitely grateful for that. My father, with whom I trained, played, was a business partner and above all a role model for me and taught me to compete in everything I do. My brother Brendan and my sisters Cathy, Carol and Tricia who have had so much fun growing up. All the young men that I have had the privilege of coaching and working with as head coach and assistant coach. Joe Cantafio Sr. who gave me an incredible opportunity as a Premier League assistant at a young age. I learned a lot from him. The late Jack Bruen and Mike Brey, who always took the time to exchange a word or two with a young coach.

Mike Gielen Sr., who coached me in elementary school, coached me as a player for over 10 years and is still a good friend. Al Burch, the principal who hired me at 26 and gave me the opportunity to be a head coach. Katy Prebble, President of O'Connell, for her outstanding vision and leadership. O'Connell director Joe Vorbach for his leadership and for being a good teammate in the baskets on Sunday night. Terry and Kay Bogle, my in-laws, who were in 98 percent of the games I coached and supported me every step of the way. you are family All the amazing faculty and staff I get to work with every day at O'Connell. All the amazing trainers I've had the privilege of working with at O'Connell and as an assistant at DeMatha. All the great coaches I've worked with at our camp over the years. Friendships were great!

Joe Wootten

introduction

When I wrote the first edition of this book early 20 years ago, I explained the main reason for doing so: What convinced me to proceed with the book was my desire to pay off at least some of the debt I owed to the basketball game, which is such an important one and fulfilling part of my life. 🇧🇷 🇧🇷 I figured if I could play a role in other coaches' lives like so many coaches have in mine, it would be worth it. Since then, over 120,000 copies of the book have been read by coaches around the world and I've heard from many of them. The comments, questions, praise, and suggestions I keep receiving confirm the merits of the first edition. And that input also helped me decide that this new edition of the book had to be even better and more useful than the first two editions. Coaching is an investment. But instead of reporting a financial gain, the manager's balance sheet is full of intangible assets with unmeasurable dividends. And the victories you say? Although my DeMatha teams have won 1,274 games, I can assure you that the value of those wins is nowhere near as great as the satisfaction of witnessing the growth and achievements of the hundreds of young men I have in my 46 year old career was allowed to train for a career. Notre Dame football coach Knute Rockne was once asked about a season that had just ended, "How do you think the season went?" To me, your answer encapsulates the true spirit of coaching. Rockne told the questioner to come back with him in 10 or 10 o'clock

15 years. Then, he said, he knew what young people he had produced and what citizens they had become. It's only at this point and by this yardstick that Rockne said he can rate his season. Records and honors also pale in comparison to the great relationships built during a coaching career. Within a team, among competitors, and at all levels of basketball, coaches can and should have a mutual respect—an appreciation for the time, talent, and tuition they have put into their role. Since I wrote the second issue of Coaching Basketball Success, two much admired friends have passed away. Red Auerbach and John Wooden have had a lifelong impact on my coaching career. They are the legendary coaches considered to be the best professional and collegiate coaches of all time. Red Auerbach orchestrated the most dominant dynasty in NBA history, but what I remember most is his engaging personality and astute assessment of basketball talent. Tuesday lunches with Red and going to the China Doll restaurant were some of the best times of my life. I never stopped learning from Red. Among the many great lessons I learned from him, I always kept in mind his most important rule: When it comes to discipline, there are no rules. Rather than using a fixed set of discipline rules, Red always made sure that every issue was approached in a way that enforced discipline, improved the individual, and strengthened the team. And of course, John Wooden set the standard for how to behave as a teacher and coach. The principles he lived by and taught his players, along with ix

x Introduction

The wisdom he shared on topics ranging from proper work habits to executing an offensive game with precision drew even more attention to the coach than his unrivaled tally of NCAA championships. That's why I was humbled when the coach addressed these kind words to me in the foreword to the previous edition of this book: I have long expressed my opinion that Morgan Wootten was one of the best coaches in basketball. And he was maybe the best. I've always said that when I spent time with Coach, I felt like I'd climbed to the top of the mountain and received the Word. It's hard to pick just one example of the many words of wisdom he shared with me, but one of the most important was this: "I've come to realize that really good teams only do a few things, but they do those few things really well . "Even though I'm no longer a coach, I'll always be close to the game. Not only is it the most exciting sport, but I have so many former players and assistants to cheer for. In addition, my son Joe became a very successful coach himself at Bishop O'Connell High School in Arlington, Virginia. Joe played on some excellent DeMatha teams in high school and showed an early interest and talent in coaching. After college he returned to me as an assistant and soon showed a knack for coaching which he would later use to make O'Connell a world class program. It was in 2006, after seven seasons with O'Connell, that Joe pulled off a feat that far surpassed any number of wins or championships on a coaching resume. On October 11th of this year, Joe donated a kidney to me, without which I would not have survived long. Your sacrifice for me will always be one of the true highlights of my life. This third edition is very special because Joe agreed to co-write the book with me. Your insights into the challenges of today's coaching, innovative approaches to management

A show, new Xs and Os, and interesting stories add a fresh perspective that you're sure to appreciate. Joe is also O'Connell's athletic director, so he places a great emphasis on student and athlete development. There are many challenges to making a positive impact in classrooms and on basketball courts today. Social and institutional changes have placed an even greater responsibility on coaches. However, in every generation, educators and coaches have faced some form of adversity. The teaching and coaching job that I took on at the age of 24 was not exactly easy. I would have a coach, Buck Offutt, to help me work with all sports at all levels (freshman, junior varsity, and varsity) at a 10-year school called DeMatha that was so uncompetitive it was Catholic League had to cancel. Formerly a seminary school, DeMatha was at a transition point as it established itself as an all-boys school. Today, DeMatha is a world-renowned powerhouse in the sport. Most importantly, it is a two-time Blue Ribbon School of Excellence, a premier music school, and a legendary educational institution. It's hard to remember those humble beginnings. This proves to me what I believed in for a long time: Institutions don't do schools or sports programs. It's the people that are fundamental. At DeMatha I was fortunate to be surrounded by great personalities: Reverend Lou Amica and Trinitarians, great coaches and world class educators. I truly believed that with the support of administration, faculty, and the community, it was possible to build a program that would not only produce winners on the field, but also develop young people into solid Christian citizens. And we did. Coaching Basketball Success contains all of the essential principles and practices to achieve and maintain a world-class program. It includes measures both on and off the pitch to ensure a successful approach - an approach that develops people, not just players. After all, the real game we prepare our athletes for is the game of life. And it's the only game they can't lose.

Key to Charts

all charts

5 = player assigned 5

= player path

= offensive player

= path of the ball

= offensive player with ball

= Dribbling = Offensive Screenshots

Exercise charts C = Coach C = Coach with ball

1 = owner

M = Manage

2 = wing protection

M = Manager mit Ball

3 = Small advance

General situations:

4 = forward power

= offensive player

5 = No

= defender

1 = Offensive Player with Ball = Defensive Player Defensive Charts 1 = Player Associated with 1 2 = Player Associated with 2 4 = Player Associated with 3 3 = Player Associated with 4

Specific Situations: Numbers used when distinguishing between perimeter and post Example: 2 = perimeter attacking player, maybe the shooting guard 4 = defensive player, maybe the forward

Wooten/E4850/Abb. 0.1/444541/KE/R2

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part One

Coaching Foundation

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Chapter

Developing a basketball coaching philosophy

ONE

As father and son, we share many similar views on coaching, particularly on a number of core issues. There is no job more rewarding, fulfilling or fulfilling than working with young people on the basketball court. Whether it's DeMatha High School in Hyattsville, Maryland; Bishop O'Connell High School in Arlington, Virginia; or the school where you train, the development of the student-athletes on that team should be the primary goal of the coaching staff. Developing a coaching philosophy is the first and perhaps the most important step in becoming a successful basketball coach. Without a philosophy, you don't have the roadmap and direction you need to reach your goals. This applies to all endeavors that you undertake in life.

integrated through personal experiences and educational activities. Although a coach is not required to play competitive basketball, most coaches have personal experience as a player. Your philosophy begins to form when you first catch and dribble a basketball. It expands as you play games and watch them in person and on TV. And it will continue to grow as you learn more about the game and working with players. The sum of your experiences as a player, the information you've gained from watching the games, the lessons you've learned from reading and the insights you've gained from listening and asking questions in the clinics, combined with your personality, form your unique coaching philosophy. but

philosophical foundations

thought for the day

People who become coaches often develop a love of the game while they are still athletes and develop ideas about the role of a coach at an early age. Other facets of the philosophy have emerged over the years and are

When you don't stand for something, you fall in love with everything.* -Malcolm X *Thought of the Day is a great way to teach your players the values of teamwork, dedication, preparation, hard work, and propriety values. For a more detailed explanation of how I use Thought of the Day, see Chapter 6.

4 Practice basketball successfully

Morgan Wootten's Big Five in Coaching In almost 50 years, I have found that these five principles surpass all others when it comes to accomplishing coaching tasks: 1. Our goal must be to create a healthy environment in which young Men or women can develop spiritually, socially and academically. 2. As coaches, we should be the kind of coaches we want our sons or daughters to play for. 3. We must never lose sight of the fact that basketball is a game and should be fun. We must never put victory above the individual. 4. Since basketball is such a great teaching situation, we should take this opportunity to teach the young men or women on our team. We must prepare them for the many decisions they will make that will have far-reaching effects on their quality of life. 5. As coaches, we should all strive to answer this question in the affirmative: are we making our players' sporting experience as enriching as possible?

Do not be fooled; Simply playing, watching, reading and listening more does not guarantee you will have a better training philosophy. The quality - not just the quantity - of your experience and the implementation of your philosophy are equally important to your success. At the heart of any solid philosophy is a set of important, unchanging beliefs called the philosophical foundation. For example, we share the central view that a coach must emphasize the fundamentals, that practice is where most teaching and learning occurs and where habits are formed, that appropriate physical condition is essential, and that players and coaching staff treat one another need others with a high degree of respect.

Joe Wootten's Big Six in Coaching These are the core elements of my coaching approach. Notice my father's alignment of principles: 1. Use basketball to teach players the intrinsic value of hard work and what makes that kind of effort possible. Teach players to always run away from opponents. 2. Teach players to embrace adversity. Facing challenges head-on fosters growth. Teach players how to come back stronger than ever after being knocked down. 3. Demonstrate and emphasize to players that if you give more than you take, you will get more than you give. Get great satisfaction from helping others achieve their goals. 4. Teach players to focus on the task at hand. Pay attention and take care of the little things. 5. Cultivate the following values in your players: faith, trust, honesty and collective responsibility. Developing these values will help players in the game of basketball and especially in the game of life. 6. Are you the type of coach that your son or daughter would like to play?

Here, as a coach, you establish a value system. What do you emphasize - winning a basketball game or winning in life? What are your priorities when it comes to developing your athletes as people, not just as basketball players?

Be Yourself As you determine where your philosophical baseline lies, remember that you must be yourself. You can't be John Wooden, Red Auerbach, Mike Krzyzewski or Dean Smith - you have to be yourself. It's okay to borrow certain ideas from other trainers, but if you try

Developing a basketball coaching philosophy 5

someone you are not, you will be inconsistent in your thoughts and actions, your players and assistants will question your honesty, and you will not be as successful as you could be. When you're trying to be someone else, the best you can do is second best. One of my favorite quotes is "I am me and I want to be the best that I can be". If we all try to do our best, we will succeed. My favorite definition of success comes from John Wooden, UCLA's coaching legend. He said, "Success is a peace of mind that is the direct result of knowing you've done your best to be the best you can become." My coaching philosophy benefits from the positive influence of many other coaches. My philosophical development got off to a great start with the help of my high school coach, Tony Creme. He was an excellent coach who focused on the essentials and communicated well with his players, almost like a father figure. Later, in my first coaching job at St. Joseph, I was fortunate enough to meet Ken Loeffler, the brilliant former LaSalle University coach. He was 25 or 30 years ahead of his time in many areas, including developing the 1-4 attack we used at DeMatha in 1956. Another man who was a big influence on me was Red Auerbach, the legendary head coach and general manager of DeMatha. the great Boston Celtic teams. He taught me how important it is to get a feel for the game - to watch closely and know what's going on on the pitch, rather than just being a spectator from the bench. It also shaped my belief that every player has a specific role on a team and that the ideal team is made up of players who understand and fulfill their role. John Wooden was a dear friend for many years. He generously shared many, many hours with me as he helped me figure out where I was, where I was going, and how to get there. I often say that when Dr. James Naismith invented the game of basketball and perhaps dreamed of the perfect coach, the dream came true when John Wooden appeared.

Coaching as a Career I worked at my father's camp after my freshman year in Maryland, and to be honest, I never thought about coaching as a career. I heard that the JV coach at my dad's school would take over as head coach and that my dad would transfer the head coach from freshman team to JV team coach. So I went to my dad and asked who his freshman assistant coach would be. He said he hadn't decided yet and I told him I would like to. And so I started training. I then coached the JV summer league team and loved connecting with the players. From that moment I knew I wanted to be a coach, but I also realized I needed to develop my coaching philosophy.

The many hours that North Carolina coach Dean Smith shared with me were among the most valuable in expanding my knowledge of the game of basketball. Trapping Defenses, Four Corner Attacks, Foul Line Huddles, and Defensive Changes are just a few elements of the game he helped me with by sharing his insights. I consider Dean not only a great friend, but also one of the greatest coaching innovators the sport has ever seen. Many other people have helped me at various points in my career, and not all of them have been in basketball. Jim Kehoe, longtime athletic director at the University of Maryland, taught me the importance of discipline, getting things done in advance, and doing things well and with all your heart. It was Coach Kehoe who told me, "If you don't have time to get it right the first time, you'd better make sure you have double the time the second time." Duke head coach Mike Krzyzewski "Coach K" was also a big help. Mike is a good example of a coach who took a lot of what he learned from others and then adapted it to his own particular style. Bob Knight, former Indiana and Texas Tech head coach for whom Krzyzewski played and coached at West Point,

6 Practice basketball successfully

"Is Morgan Wootten your father?"

I believe in my father's motto "Be yourself". When coaches aren't themselves, their players can tell right away. A lot of people were surprised that I wanted to be a coach after being a coach as a father in the Hall of Fame. I was constantly asked, "Is Morgan Wootten your father?" Many thought I felt pressure trying to follow in their footsteps or the burden of their success. In fact, I consider myself lucky to have spent my entire life with a Hall of Famer coach. This allowed me to spend a lifetime developing my philosophy without even knowing it. Any young coach can benefit from spending time with successful coaches and successful people in other walks of life. Questions. So many people think they have it

to have all the answers. One thing I learned from my dad is that coaches need to ask as many questions and observe as much as possible. This will tell you what to do and, more importantly, what not to do. To truly be myself, I had to develop my own training philosophy and not try to be my father. When my father was training, he would always sit down during games. In 46 years as a coach, he has developed into a quiet man who rarely showed fire or emotion behind the scenes. I'm very enthusiastic and intense when I train, often being on my feet for most of the game. But in 13 years as a coach, I've felt softer and calmer on the wing. Maybe at the end of my coaching career I'll be as calm as my father was during games.

Compatible training philosophies are the key to a cohesive team.

Developing a basketball coaching philosophy 7

was instrumental in Mike's career; Mike's great Duke teams reflected many of the principles he learned from Knight. But Mike also added his own beliefs and experiences to create an approach to the game that is unique to him. For example, Coach Knight won't execute set pieces aimed at getting the ball to his exceptional players because he believes everything comes from the structured offense itself. However, Coach K believes that a coach must have a special game to put the ball in the hands of a great player. I've met many of these men who have influenced me so much at various basketball clinics and events. Because of my respect for them and my desire to be the best coach I could be, I have often taken the initiative to reach out to these men and sift through them to broaden my experience. Not once was I disappointed by his knowledge or his kindness. As a coach, you must deeply value the advice of people you respect, but you must develop your own distinctive approach to life and basketball. It is better for you to develop your own philosophy as a coach and as a person rather than simply trying to imitate someone else. Parts of his philosophy will evolve over the years. These will be mostly tactical elements that change with your people and the game itself. Setting up the three-point shot is an example. Another is the shot clock, which is already being used in many situations and will hopefully be used in all high school leagues soon. As in the NBA and NCAA, the shot clock will speed up the high school game, bring more fun to fans, and lead to better basketball players. On the other hand, it will clearly hamper the coach's ability to use delaying tactics in the last few minutes of a half or game (or when your team is less talented than the opposition).

Developing My Philosophy My philosophy was developed much like my father's by being around and learning from great people. A coach's philosophy is constantly evolving. That growth comes from the basketball environment, whether it's in labor camps, visiting clinics, chatting with friends in practice, or meeting other coaches to exchange ideas. John Wooden showed my father and I how to take care of every detail. I was 8 years old and my family has called me Joey my entire life. We were at the McDonald's All-American game and Coach Wooden walked up to my dad and said the simplest sentence. "Morgan, I noticed that Joey now introduces himself as Joe." We both found it incredible that a legend like John Wooden would capture that little detail of a boy, but that was John Wooden's genius. No detail was too small; no job was too small. This was a man who swept the floor every day before practice! Some trainers believe there is a magic pill or secret to success. The secret is that there is no secret. Attention to detail is a great differentiator that can be achieved by anyone who is willing. But the people who influence a coaching philosophy don't have to be top coaches; In fact, they may not even be coaches. A coach's philosophy can be influenced by anyone who contributes to shaping the coach's perspective. I remember my high school history teacher, Rich Macheski, teaching with more enthusiasm and passion than I have ever seen in a teacher. His example encouraged me to be passionate about training.

8 Practice basketball successfully

keep learning

Touch people's lives

To ensure that the philosophy you develop is positive, examine the approaches of successful coaches. Talk to them, read their books and visit their clinics. Books and clinics are particularly important to your growth and development as a trainer. By reading books you can find out what other coaches think, what they have done over the years and what has worked for them. All kinds of publications are useful, but a book, because of its depth, offers real insight into a trainer's philosophical approach. Visiting clinics is an absolute must. Not only do you hear what respected trainers think, but you also have the opportunity to talk to them in private sessions, ask questions and get feedback on your own ideas. These roundtables will contribute significantly to your philosophical development and growth as a coach. The wealth of knowledge available is immense. Therefore, you need to get as much advice and knowledge from other trainers as possible. But willingness to learn is not enough – you have to be eager to learn. When I speak in clinics, trainers often come up to me and tell me what they are doing. I appreciate you sharing your approaches, but many of these coaches don't ask me anything. If they just tell me what they're doing, I can learn from them, but they won't learn from me without getting my feedback. Remember that learning stops when you think you have all the answers. And don't limit your learning to clinics, books, and discussions with other top trainers. Chances are you have some great resources in your own building in the form of any or all of your assistant coaches. I've had the privilege of working with and learning from some great assistants. In fact, over a dozen former DeMatha coaches or players are now college coaches (I think that's an all-time record). What an opportunity I would have missed if I hadn't paid close enough attention to learning from these talented people.

As coaches we are very fortunate to have the opportunity and ability to work with young people and have a positive impact on them. That's why coaches should follow this rule of thumb: Be the kind of coach you want your own sons and daughters to play with. This is a good basis for evaluating and correcting yourself. We should all be determined to be that kind of coach. Never lose sight of the tremendous impact you have on the lives of young people. We are with young people in their emotional ups and downs, the times when they are most impressionable. Teachers of other subjects would like to have the teaching situation that we have because we have a class where young people are begging to join and be a part of it. It is our moral responsibility to use this unique opportunity positively to prepare our young people for life. We live in an instant gratification society where not even McDonald's is fast enough, but coaching is a profession that will pay off in the future. Often coaches can't tell how their teams are doing until they see how their players are doing 15 to 20 years later and if they have become productive citizens. As a coach, you have the perfect classroom to instill values in players that they can take with them into the game of life. You should always keep in mind that your players will end up having an impression of you as a coach based on how you treated them, how you behaved and what you taught them - for example if you taught them how preparing to be on time, working hard, winning and losing with dignity, and so on. As a coach, you always have to be aware of the influence you have on your players. Because of your intense interest and emotional involvement in the sport, your athletes will be hooked on every word you say. Often you may think you can't reach them, but what you tell them in practice can determine how dinner tastes and how well they sleep that night. an incident

Developing a basketball coaching philosophy 9

Wootten vs. Champion My first job as a basketball coach was at the St. Louis Orphanage. Joseph in Washington, D.C. At the time, Rocky Marciano had just won the heavyweight boxing championship and we were fortunate that he visited the orphanage shortly after winning the title. Marciano gave a good presentation and then answered the young people's questions. Some of the questions were quite perceptive, like whether he would recommend boxing as a career, or how his mother felt when he decided to become a boxer. Of course, there were also the typically humorous questions, and one of them almost killed me. I winced when one of the orphanage's fourth years asked, "Rocky, do you think you could beat Morgan?" Lucky for me, Rocky Marciano was a kind man. He looked at the young man and said, "Well I think it's going to be probably the toughest fight I've ever had and I don't know where it would lead. If I win, it's probably because I'm a bit taller than him.” Since then, I've always told people that I'm the only one Rocky Marciano hasn't told that he can definitely win. But what made me cringe even more than the boy's question was his response to Marciano's answer. He said, "I think Morgan would kill you." In that moment, I realized the impact I had on these young people and the tremendous responsibility that came with it. As coaches, we will touch the lives of our athletes by what we say, what we do and even what we think because athletes can read us. We must never forget the impact we are making, even if it is not readily apparent.

A scathing remark that you immediately forget can linger in that young man's mind and haunt him longer than you ever dreamed. at St. Joseph, one of my best athletes, just finished eighth grade and was about to be sent to a technical school. But I thought he had too much talent for it, so I brought him with me

He goes home to be with the Wootten family. The young man went to St. John's College High School in Washington, DC, where he had an outstanding academic and athletic career. He continued his studies and is now a successful sales manager. I was truly honored when, years after he had played for me, he asked me to be best man at his wedding and then best man for his first child. In fact, I've been invited to the weddings of more than a dozen of my former athletes and have been best man to many of their children.

Priorities and Goals With a solid philosophy, you can set goals for your players, your team, and yourself. The most important of these are the goals for your athletes. Always remember that the game is for the players and they are the most important part of any program. The coach takes the lead, but the athletes must be the focus.

Player Goals The fundamental role of a coach is to help athletes get their priorities in order. We encourage players to focus on four things: 1. God 2. Family 3. School 4. Basketball Everything else must come after. Young people who have their priorities in order are more likely to make the most of their lives, on and off the pitch. These priorities are an element of our coaching philosophy, which has endured and will remain unchanged over the years. These four pillars came about by taking a step back and looking at the desired attributes in a player.

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Thoughts for the day God gave us people to love and things to use. If we reverse this, tragedy will strike. -Morgan Wootten One of the most flattering moments of my life came in 1990 when Adrian Dantley, a former player of mine who went to Notre Dame and had a very successful career in the NBA, was speaking at my basketball summer camp. One of the campers asked him, "Who is the best coach you've ever played for?" and I kind of swallowed. But Adrian pointed at me and said, "That man is sitting over there." I was thrilled thinking of all the great collegiate, Olympic and professional coaches Adrian had played for. However, the camper tried

John McDonough/Icon SMI

The focus of a strong spiritual commitment is in the experience; People with such a belief are better able to meet life's challenges than people without a belief. Second, we found that young people who are loyal and committed to their families are better able to become loyal and committed members of a team. Third, academics are the purpose of the school; A student who is willing to work hard to achieve this goal is more likely to work hard to become a better basketball player and help the team. And fourth, basketball is the sport that the athlete plays, so obviously it requires a strong commitment as well. Players who demonstrate these priorities far outweigh those of equal talent who lack such goals. We've all seen teams with the right priorities beat far more talented teams whose players are only interested in individual stats and get their 25 points. This type of player is not a winner in the truest sense of the word. Instead, we choose someone like Bill Bradley, former New York Knick and US Senator from New Jersey. Bradley was capable of 50 points per game, a feat he accomplished on numerous occasions. But he didn't mind just scoring 2 points as long as his team was winning. Give a good coach a dozen of these players and that team will thrive, regardless of talent level. Kids today want the same things kids wanted when I started coaching over 50 years ago. They seek leadership, discipline, and people who care about them. We as trainers have to be teachers and guides because sometimes children don't have anyone to help them prioritize. To reach these young people, I will identify the right priorities and give them examples of the positive outcomes such goals can produce. Then I try to make sure they succeed as they try to put things in the right order. Because once they've seen it work, they're convinced.

Former DeMatha star Adrian Dantley defends Larry Bird in the 1988 NBA playoffs.

Developing a basketball coaching philosophy 11

bursting my bubble by telling Dantley, "You're only saying that because he's sitting there." "No," Dantley replied. “I say that because he taught me two things. He taught me the importance of priorities and the fundamentals of basketball.” I use success stories like this to convince young people that their priorities need to be right. After seeing how these personal goals have helped other players, they quickly understand the importance of having the right priorities in their own lives.

Thoughts for the Day Worry about the process and the results will come naturally. —Morgan Wootten

Team Goals Once your athletes have established their priorities and have a good idea of where they are going, you should set team goals. Our team's goals are very simple and never change: 1. Play hard. 2. Play smart. 3. Play together. 4. Have fun. How a team approaches the game makes all the difference in the world. A team can speak from one of three perspectives: Team A enters the court believing that they must win at all costs, which puts incredible pressure on the athletes. This team will rarely play close to their potential. Team B goes into games afraid of losing. So players try not to lose instead of trying to do their best. Again, this is an unhealthy attitude that prevents team players from fulfilling their potential.

The C-Team comes into play with the attitude we emphasize: play hard, play smart, play together, and have fun. This is the best approach as it encourages maximum effort from all team members and allows them to enjoy the thrill of competition. In this situation, players don't feel the pressure to win at all costs, nor are they afraid of losing. Instead, they're just trying to do their best, have fun, and achieve their full potential as a result. Play hard. When you tell players to "play hard," you want them to give everything they have every second on the court. If they give less than 100%, they are not making the most of their abilities. They cannot reach their potential without making maximum effort in everything they do. Play smart. To encourage intelligent play, we try to get each player to work within the offense that we spend so much time on in training and play within their own physical limits. To achieve this, players need to fully understand their role in the team, and that starts with the coach. You must identify each player's strengths; this will help you define player roles. Then you must communicate them to each player. If the player is one of your chasers, make sure they know they are your contact. If the player is your best defender, assign him the role of defender. By focusing on their strengths, players make the greatest contribution to the team. When the coach and players have a good understanding of the different roles and who will fill them, you're well on your way to making your team play smart. Typically, you don't want inventors hanging around (inventors are players trying to make a spectacular move rather than a simple, effective move). Tell players to just do the basics and let the general flow of the game take care of itself.

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How much structure you should give your players and how much freedom you give them depends on both your nature and your staff. In general, teams with less talent and experience work better with more structure and control. Ultimately, if all five players are playing their role on the team's offense and defense and are playing within their own physical limitations, then you have a team that is playing smart.

Practice while you play The best way to bring your athletes into the games with the right perspective is to help them approach each workout with a positive attitude. Emphasize that when practicing, players should play hard, play smart, and have fun. Be optimistic about your exercises. Your exercises should be fast-paced and emphasize repetition and correct execution of the basics. One of the principles of coaching is "As you practice, so you should play". why

Catholic High School Cortesia de DeMatha

Playing together. Put simply, your team is playing together when your players are as excited about a teammate's accomplishments as they are about their own. Nobody should care who gets the loan. If the team is fine, everyone is fine. Every player should be just as excited when another player scores as they are when they make one themselves - even players who don't play as much. As Ben Franklin told his colleagues at the Continental Congress, "We must all hang together, or we shall surely be hanged individually." That's the chemistry we'll talk more about in Chapter 3. Teach them to your players and you will see them play together.

Have a good time. By emphasizing that players should have fun, we just want to remind them that basketball is a game and that the main reason for participating in the sport is simply the joy they get while playing. But players will not enjoy playing with fear of losing or believing they must win at all costs. Players should play with this mindset: basketball is just a game, it should be fun, and we can have fun while we're busy playing hard and smart.

DeMatha took a big step in winning this championship trophy in 1961 as it increased the effort required to be a top program.

Developing a basketball coaching philosophy 13

Our players follow this advice (we believe they train as hard as anyone in the country) and our teams are as prepared as possible when it comes time to play. Players consequently enter the game with a sense of confidence that inspires them to actually pursue the task at hand. They speak up knowing they won't win. More teams lose because of poor preparation than because of any other reason. On the other hand, players who are confident that their preparation will allow them to win the game -- if they play hard, play smart, play together, and have fun -- almost always end up gaining the upper hand. As you develop a tradition of success, your players will learn that maximum effort, smart play, and enjoyment of the game are key to the program's success. After all, success is the greatest motivator; Players who see what previous teams have done to succeed respond to the challenge because they too want to be successful.

Strive to Win One of the greatest sportswriters of all time, Grantland Rice, once wrote, "It's not whether you win or lose, it's how you play the game." And there's a lot of truth to that. So I never talk to my players about a game to win. For example, in a pre-game conversation, I will never say, "We're going to go out and win this game." Adrian Dantley recalls a pre-game conversation I had before St. John's is a championship year. According to Dantley, the only comment I made was, "Everyone knows what DeMatha does in the big games. Let's go." I didn't tell the team to go out there, win the game and win the championship. Still, Dantley says that comment really cheered him on. And what do we want our teams to do in the big games "More than no matter we want them to win. We record the results during games so the team with the most points at the end is recognized for their performance. And without a doubt I want every game to go down in the books." "W" like everyone else, but has to win

only has a high priority in my coaching philosophy if it is accompanied by a victorious effort. A successful performance is more important than the actual result. When we look back at a game and know we did our best, we know we tried to win. That's all a coach can ask of his players, his assistants and himself. One pitfall every coach should avoid is evaluating program success in terms of wins and losses. This can lead to the old cycle: when you win, everything is wonderful; When you lose, everything is terrible. But on the other hand, if you and the players measure performance strictly in terms of wins and losses, the team will not reach its potential. You'll never recognize mistakes you made in games you win, so you won't work to fix them. On the other hand, when you lose, you only think about how badly the team played. The trust of the players has to suffer. As a result, the task of improving feels overwhelming as players see and hear no glimmer of hope for a turnaround. What should be kept in mind and emphasized is that sometimes there is more to learn from a loss than from a win. Players may be more motivated to improve and more receptive to constructive criticism that will help them do so. So keep a straight keel. Work on the mistakes you make in a win, but also celebrate the hits in games you lose.

Thoughts for the Day A man may fail many times, but he is not a failure until he starts blaming someone else. —John Burroughs

Training Goals When setting goals for our athletes as individuals and the team as a whole, we need to look at ourselves. What do you want to achieve with the coaching? As a coach, your biggest personal goal should be to do your best

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Your team prepared as well as possible. You owe it to your school, your assistants, your players, and your parents. From a professional point of view, coaches, like their players, have to work hard to bring out the best in themselves. Coaches must continue to deepen their knowledge of the game by reading as many books as possible, visiting as many clinics as possible, sharing information freely with other coaches, and asking smart questions to the right people. Basketball is full of cool people and coaches of all levels are ready and willing to share information. Whether you speak or listen, you will become a better coach by discussing this great game with wise and experienced peers. The Big Turn As we prepared to play at Power Memorial High School in New York City (undefeated under star Lew Alcindor), I turned to an old friend, Ken Loeffler, for advice. Ken, who was roommates with former President Gerald Ford at Yale Law School, was educated at LaSalle University. I told him we were playing Alcindor, who was 7ft 2in tall, and discussed what a difficult task he was going to be. Löffler replied: "No problem. Just put a 7ft in front of him and a 7ft behind him. But, I told him, we didn't have a bunch of 7-footers hanging around the DeMatha gym. "Still no problem," he said. "Do this with a pair of 6-10 people." "But I don't have 6-10 players either," I replied. This went on until I finally admitted that the best I could do was play 6-6. That's when Ken asked the question I'd been thinking about, which is, "Why are you playing?" Jokes aside, he sat down and helped me devise the strategy that led to one of the biggest upsets in basketball history. Power Memorial's 71-game winning streak was about to end, and DeMatha High School was on its way to national recognition.

Six Coaching Challenges When you become a basketball coach, you accept certain things that come with the job. We have identified six key challenges a coach must be prepared for: 1. Your success depends on the skills of others. Admiral Hyman Rickover, the father of the nuclear navy, believed that ventures succeed or fail because of the people involved. He believed that great things could only be achieved by attracting the best people. This also applies to the coaching. You have to surround yourself with good people. Your success depends in large part on the abilities of other people and how you can shape them, direct them, lead them, work with them, and guide them. 2. Coaches are rated by everyone. In almost every other profession, few or no people see the results of their labor. But when a player misses a layup, everyone sees it and the coach is blamed (often rightly, but sometimes not) when the team doesn't play well. The coach is always in the spotlight. 3. Everyone thinks they have knowledge about sports training. External influences made our work difficult. For example, some parents think that their child is the next Michael Jordan and that the only way to reach him is to control every step. Parents, fans, faculty members — virtually anyone who watches the games or has an association with the show — will offer their opinions and advice. It's easy to train from the stands. People forget that we all learn from the ups and downs that life throws at us. Stick to your philosophy, priorities and tactics. 4. The highs are incredibly high and the bass are incredibly deep. Athletes' self-image is linked to their athletic performance. And the coaches are there when the boys and girls are at their most

Developing a basketball coaching philosophy 15

flexible. In fact, players need more coaches during downtime. A former player once came back to see me and said: "Morgan, I'll never forget, once when we lost a heartthrob and we were very sad you went into the dressing room and said, 'Guys, cheer up because we made it, a great game. If you think you're feeling down right now, how would you feel if you lost your soul?'” Players need you the most when they're really down. 5. The coach has a personal relationship with each player and has a dramatic impact on each player's life. At DeMatha, each senior student completes an exit form prior to graduation. The form includes space for the student to write about teachers at the school that have influenced them, and these comments are forwarded to the teachers. If you train in a school, you should recommend this exercise to your principal. After looking at these comments, remind yourself why you exercise. Coaches have a dramatic impact on players' lives. Be the kind of coach you've always wanted to play for and treat your players the way you've always wanted to be treated. 6. Success is based on the unusual paradox of getting an individual to develop skills and then having them sacrifice them for the good of the team. That sums up coaching and what a wonderful and rewarding challenge it is.

These six factors must be considered when reviewing your strengths and career aspirations. Some coaches think they're a liability, but we believe they're what makes coaching so special.

Summary If you do the following you will develop an effective coaching philosophy and help your players and teams reach their full potential: • Be eager to learn and work hard to stay as current as possible by reading, attending training and contributing talk to other coaches . • Be yourself and strive to do your best. • Never lose the impact you have on the lives of young people. • Teach your players the importance of setting the right priorities that will allow for maximum personal, academic and sporting development. • Emphasize team goals to play hard, play smart, play together, have fun, and strive to win in games and practices. • Make it your goal as a trainer to prepare your team optimally. • Be objective about wins and losses and focus more on effort and execution than the outcome of the game.

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Chapter

Communicate your approach

Our communication style should be based on who you are and what your philosophy is. This will make you feel most comfortable and will make your communication more effective. No form of communication works for everyone in all situations. This means you need to communicate in a way that suits your personality and circumstances. If you are a loud and enthusiastic person then be that type of coach. Never abuse players, but feel free to cheer up if that's your thing. If you're the laid-back parenting type, then be that type of coach. Maybe you're somewhere in between. While communication styles vary and should vary from trainer to trainer, the common ingredient should always be enthusiasm. Nothing of value was ever accomplished without enthusiasm. You can be excited or relaxed and still enthusiastic; Therefore, be enthusiastic about teaching, preparing, and working individually and in teams with your players.

Communicating with Players When communicating with players on the pitch, a good rule of thumb is to precede any constructive criticism with praise. This sandwich technique begins with a foundation consisting of a compliment to a specific aspect of the musician's performance. Then comes a constructive comment on an area where improvement is needed. More praise follows. An example of this is "Hey Bill, great rebound! But you didn't look up and missed the opportunity to throw an open pass to your teammate that could have triggered the break. On the other hand you did a great job protecting the ball and that at least gave us possession.” The two things most people love to hear are the sound of one's name and a compliment – am dear together. So when you talk to your players, when you call their name and praise them, you know you have their undivided attention. And that is communication at its finest.

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treated inappropriately. And if they think you've been unfair, make sure they know you have an open-door policy that encourages them to speak to you about it. Try to remind players every week that they can come and talk to you about any problems they might have. And explain to them that if you seem a little harsh at times, it's just because of your enthusiasm to see them become better players and better people.

Thoughts for the day Enthusiasm breeds heroism. —Morgan Wootten

Never Humiliate My way of communicating with players on the pitch isn't by yelling or yelling. I can be a bit loud sometimes, but I tell my players in the first meeting that I'm excited when I speak loudly. Humiliating players by shouting at them has no place in coaching, not only because it's wrong, but also because it doesn't get the desired results. You must treat yours

Catholic High School Cortesia de DeMatha

Honesty and humility are also important. Coaches shouldn't think they can reach every player or that they have all the answers. A coach is not expected to know everything about basketball, and you should never be afraid to admit to a player that you are unsure of the answer to the player's question. If a player asks you a question that you don't know the answer to, don't be afraid to say, “That's a great question; let me think about it a little. This gives you the opportunity to call a friend in coaching and get advice. For example, if a player asks you the best way to tag another player in a particular situation, you could say, "I'm not sure. Let's look at a few options and see which one seems to work best for you. Don't assume that you need an immediate answer to every question. Nobody ever does this, but many coaches feel they have to. When coaches start making up answers, they lose a certain level of integrity with players, reducing the effectiveness of their communication. Treat every player exactly how you would like to be treated. Never try to make players feel embarrassed or that they are

A composed and instructive coach is much more beneficial to players after a bad spell, as was the case here in 1974.

Communicating your approach 19

Players like the young men and women they are and you must treat them with the dignity they deserve. While you never intentionally humiliate your players, you must be careful not to do so unintentionally. One day after training, Chris Gildea, a player on the team, asked to see me. Almost in tears, Chris said to me, “Coach, you really embarrass me in practice. You keep bothering me about hitting harder and getting more rebounds. I know you're doing this to make me a better player, but it has the opposite effect and leaves me in a clam. I think the quiet kind of encouragement will work best for me.” I thanked Chris for letting me know how he was feeling and made a conscious effort to give more of that “silent kind of encouragement.” Chris eventually became the team's main rebounder and had a good career at the University of New Hampshire. I learned from Chris and I was more convinced than ever that an open door policy is for the best for players and coaches alike. Chris Gildea's example also illustrates the importance of flexibility. Be willing to learn from conversations with players and make changes if needed.

Instruct, not impose Coaches need to be teachers, so your communication style on the field should be the same as it is in a classroom. When working with your team, think of yourself as a teacher working with students. Provide direction, but encourage an atmosphere of interaction and self-discovery. When Wilt Chamberlain was traded to the Los Angeles Lakers, a reporter asked him if he thought head coach Bill van Breda Kolff could handle him. Chamberlain's reply was: 'Nobody deals with Wilt Chamberlain. You work with him. When communicating with players, you need to remember these words. You don't care about your players. You work with them and help them become the best they can be.

Coach like a father I had the opportunity to coach my two sons and I felt it shouldn't be any different for them because I tried to coach all the players as if they were my children. However, I made a point not to discuss basketball outside of the team environment unless the topic was brought up by one of the boys. I would then discuss what they thought if they had a question. I have what I call a "parents only team". The parent team consists of those parents who have tried to rediscover their sporting life through their children. When my kids played, I made sure they could enjoy basketball and that it was their experience, not mine.

Be open As a coach, you always want to act and interact as you are. This way, a natural line is drawn between you and the players without a word being spoken. This will lead to a healthy coach-player relationship. Coaches run into trouble when trying to be "nice" to their players. Players will quickly notice if you pretend to like certain music or speak in the latest lingo just to trick them into thinking you're more like them. They will respect you more if you have different interests because you are yourself. As coaches we have to understand that we are with the players when they are going through their emotional ups and downs. We must take this opportunity to be honest with them and tell them what they need to hear. Those who genuinely care about young people will not only tell them the positives, but will also point out areas where improvement is needed. Sometimes a coach needs to tell players that they need to work on a specific area of the game (left hand, shooting, defense) or that they need to work on grades. In today's culture, the perception of the coach can be negative. Many in the basketball world have the attitude that coaches have

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Holding players back or not knowing what they are doing. In reality, the only people who don't know what they're doing are the ones who give young players the quick fix or the easy way out. That may be easier at the moment, but ultimately does not lead to long-term player success.

Encouraging player interaction Red Auerbach always asked his team this question when they arrived on the sidelines: “What do you see out there?” Likewise, after every practice session and every game, we come together as a team and let the players have their say first. We started this meeting by asking, "What do you think?" This allows someone to speak up and say something positive about a teammate. A player might say, "I thought Dave was really good on the boards today." Dave would then praise another player, who in turn would praise another. We've found that this approach makes a difference. First of all, as coaches, we always want our players to talk more, but we usually talk. This approach results in players working on their communication skills with each other. Second, it allows players to hear positive things from their teammates. This helps to create chemistry and develop a positive feeling within the team. Third, it allows leaders to develop, which is critical to a team's success. Every successful team has great leadership. Fourth, it helps players not get tired of hearing coaches' voices. When this happens, they will take out the trainers. Ultimately, players gain the confidence that they can voice their opinions without backlash. A player might say, "Hey John, you're doing really well in attack, but you need to guard someone to make a good team." A coach doesn't have to control everything that goes on in the gym or on the team. It's great when a player turns to a teammate during a practice session and says, 'Forget it.

The coach, just go out there and play the way you can. Players need to be able to talk to each other and motivate each other to perform at their best. Some coaches may not like this, but a coach often has to sacrifice control and let the players work things out among themselves. When properly involved, these informal interactions between players - which sometimes take place in the heat of battle - are elements of the "glue" that holds a team together. It's one of the reasons experienced, well-trained teams are so hard to beat. John Wooden said when he started coaching he had many rules, few suggestions and he commented on everything. After years of experience, he revised that statement to say he had few rules, many suggestions, and commented on a few things. Learn from Coach Wooden - you need to know when to intervene and when to leave the players alone in order to sort things out.

Thoughts for the Day The art of being wise is knowing what to ignore. —William James

Being Available The greatest gift one can give another is time. Players respect a coach for giving them his time. We're always happy to take players home (in a school vehicle, per school rules) or sit with them over dinner. This allows coaches and players to talk longer and get to know each other better. As a coach, you should also try to be in the gym and weight room when your players are working on skill and conditioning. Players will feel your presence and appreciate the hours you devote to them. This investment also reflects a hands-on mentality, which reassures the team that the coaching staff and players are on the same page. The time you spend together, treating each other with respect and working toward the same goals will only build trust between the players and the team.

Communicating your approach 21

A Note from the Study Part of my work at O'Connell is going to the local parish schools and telling the students about O'Connell. We were visiting from across town and I wouldn't be back for school until an hour after school. We had called a study room for the team that day; my technical assistant ran the study room in my absence. When I returned, he informed me that the study room team had complained that too many players were spending time listening to their iPods and that some weren't working at all. We were supposed to be lifting weights the next morning, but before we started lifting weights, I asked the team to go to the gym and do an extra run to make up for the previous day's behavior. Before the players left, I told them that if their parents wanted to send me a message that they didn't want them in the study room, I'd be happy to excuse them. But if we wanted a study hall, we were there to study and do our work. I could have ignored that little detail, but instead I showed the kids that we care about their academic achievements.

Efficient use of technology Gamers now have mobile phones that they can take with them anywhere, and Facebook and Twitter accounts through which they do most of their communication. Trainers need to embrace this new technology without ever forgetting that a one-on-one is always the best way to communicate with someone. Managers can now chat with their players via text message. This form of communication allows a coach to stay in constant contact with the players. The coach can say an encouraging word after a tough practice or match, check a player for an injury, or remind players to do their homework or study for an important test. Players prefer text messages and are usually quick to respond to messages sent. Text messaging allows players to keep in touch using a form of communication they are familiar with. However, keep this in mind

Ber that a personal conversation is still the best way of communication. We talk to our players about how the choices they make can have a lasting impact on their lives, and technology is no different. We tell them that colleges and potential employers are now turning to Facebook, Twitter and MySpace to learn more about an individual. Opinions about a person can be formed based on a picture showing a negative action or something that sides with the person. As coaches, we are role models and must instill in our players the need to use technology appropriately, honorably and safely.

Simplify game communication Communicating on the pitch during a real game is also very important, but it can sometimes be difficult. A head coach must be able to send and receive messages to players on the pitch and players watching from the bench. The trainer must use both verbal and non-verbal means. Most technical teams develop code words, or shorthand terms, for games. This helps speed up communication when an action timeout is not possible or recommended. The use of these words and phrases should be practiced over time in such a way that players respond immediately to their use. When you coach a game, the trust you build through practice will drive players to respond to your communications. Your players need to be prepared to accept what you say without question, especially in the crucial moments of big games. The basis for this effective communication is laid by the trust they develop in you and by the preparation in the practices. Even if a player thinks their trainer doesn't have a full deck, the player should respond to the message rather than question it. In a tight game, when timing is of the essence, the coach's communication and the players' reactions can mean the difference between victory and defeat.

22 Training basketball successfully

We try to practice the situations that the players will find themselves in. For example, on the eve of a game that will be played in front of a large crowd, we practice with the noise of the crowd coming out of our speakers. This allows us to practice our relay system. For example, we're going to have a drill where the inbound takes the call from the point guard (except in cases where the point guard is our inbound) and then relays that call so the other players know what we're doing. This is an effective tool that works better than the point guard trying to drown out the noise of the crowd. It also teaches players how to use their communication skills. Just in time, our O'Connell team played in the Beach Ball Classic Tournament, one of the top high school tournaments in the country. Our game against Dunwoody was a tie and we had the ball to hit under our own basket with 1.6 seconds left. Kendall Marshall, who rose from stardom at the University of North Carolina and now plays in the NBA after being drafted by the Phoenix Suns in the first round, was the inbound. We have a rule that players don't move to execute play until the ball is hit by the player. As he clapped the ball, Kendall noticed that fullback Chris Singleton (now also an NBA player) was guarding our 6-6 winger Dave Eismeier, who was lined up on the ball's side block. Realizing that Chris wasn't aiming for the ball, Kendall threw the ball over Chris' head and Dave, ready for the pass, put the ball on the buzzer for the win. Chris never responded. This was our team following a rule we had set. That simple non-verbal cue gave us the win.

Off-season communication Perhaps the most important off-field communication between coaches and players occurs during the off-season. After the last game, we can't just say to our players, "See you next year." You can't do that.

Frequent off-season communication with players is important from an academic perspective, but also important for building relationships with your players. Coaches should ask their players how their lives are going, maybe talk to juniors about college decisions, and definitely work hard with seniors as they prepare for college. Constant communication between players and coaches during the off-season helps build a strong bond, which in turn builds strong teams. Whether it's giving a friendly smile to one of your players in the hallway, saying a simple "hello" to acknowledge a player's presence, or showing interest when an athlete comes to you with an issue, you can—through effective communication—help build You build lasting relationships that last long after the players have finished playing for you. In fact, you can tell if you've been a successful communicator and coach by looking at the performances of your former players and if they're trying to keep in touch with you. Legendary coach Joe Lapchick once said that the greatest emotion in coaching comes when a player comes back a few years later and says, "Hi, Coach!" with a big smile. That's all there is to say. You need to keep your lines of communication open with players, parents and assistant coaches. Remind them that your office door is always open and encourage them to visit you with any problems or problems. In the long term, player-coach communication is more important off the pitch than on it. Many players will remember the coach's words of encouragement that got them better grades long after they'd forgotten the instructions on how to deal with a pressure zone.

Misunderstandings One of the biggest obstacles to effective communication is the assumption that a player, or even your entire team, already knows certain things. At the first practice session of each football season, Notre Dame coach Knute Rockne held up a ball in front of his team and said, "Gentlemen, this is a football." That can

Communicating your approach 23

sounds all too simplistic, but success cannot be disputed. Knute Rockne knew the importance of not taking anything for granted. No matter how hard we try to be good communicators, there will be times when we fail. But we must always strive to stay in touch with our players, coaches and everyone else involved in the success of our basketball teams. You will always have some communication problems, but the key is to avoid as many of them as possible. Learn to anticipate problems and solve them quickly and directly when they arise. Most remain manageable.

A big communication error

Communication between coaches As coaches we need to recognize that it takes the whole team to get things done. Not just one or two players or just the head coach, but the entire roster and everyone on the coaching staff must contribute to the effort.

Catholic High School Cortesia de DeMatha

At the end of the 1990 basketball season, our championship team was invited to the White House to help President Bush inaugurate May as Physical Fitness Month. Basketball was one of 10 sports represented on the South Lawn of the White House when President Bush made the rounds to see each sport. What an honor for DeMatha High School to be the only high school team to attend this gala event! However, as much as I tried to change it, the organizers told me I could only bring 10

Players from our 13-strong team. Three of our players were veterans; one had gone to the White House two years earlier to meet President Reagan when he welcomed our 1988 hometown championship team, and all three received college scholarships as a reward for their athletic and academic achievements in high school. So I figured the fairest approach would be to take the 10 freshmen and I assumed the 3 seniors would understand that they were victims of the numbers game. The mistake I made was not speaking to each senior individually and I found out later that there were some hurt feelings. So I met up with the veterans and explained to them how hard we tried to get permission to get all 13 players, but we just couldn't make it. The seniors understood and the problem was solved, but better communication on my part could have prevented the problem sooner.

The 1990 DeMatha championship team (including Joe, number 20) had a strong trio of seniors.

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Interaction between all coaches—from the varsity head coach to the assistant coach on the freshman team—should be frequent, fluid, and respectful. Coaches must also maintain professional secrecy and never harm their colleagues. As a head coach, you need to communicate effectively and frequently with assistant coaches so they are prepared and comfortable in their roles. Part of the training plan (discussed in Chapter 6) should include a pre-training meeting between the coaching staff. At this meeting, ask the technical assistants to contribute and tell them what they should do, e.g. B. when to intervene and correct errors. Good prior communication with your trainers avoids misunderstandings and improves the efficiency of your team. A trainer that "Yes Men" follow will never grow past a certain point. Encourage participants to contribute their ideas and make constructive suggestions. Even if you don't use a specific idea from your assistants, you need to let them know that you appreciate they took the time and effort to come up with the idea. During a year at DeMatha, I suspected that one of my assistants was disloyal to the program. I never thought he did it on purpose, but I was pretty sure he gave the wrong impression to others. So I set up a meeting and we both sat down and worked things out. Today we are best friends. However, with this incident began a tradition of handing out a poem at the first staff meeting of each year entitled "Loyalty" by Elbert Hubbard: If you work for a man, for God's sake work for him: Speak well of him and stand for the institution you represent. Remember that an ounce of loyalty is worth a pound of intelligence. If you have to keep snarling, judging, and finding fault, give up your position, and once you're out, screw yourself to your heart's content. 🇧🇷 🇧🇷 but as long as you're there

Institution, don't judge them. If you do, the first strong wind that comes along will blow you away, and you'll probably never know why. Create an environment where your trainers feel comfortable giving feedback. You will enjoy their work more and your program will benefit from their input. Also, you need to train your trainers. As the head coach, it's your job to oversee the entire program. Give your assistants the opportunity to grow by giving them leadership in areas like scouting, the weight room, public relations, travel, programming, and more. This will allow them to grow and take responsibility for what is happening on the show. Make it clear to your trainers which roles they are responsible for. For example, give them specific tasks to complete during games in order for the team to be effective in general (an example is shown in Figure 2.1). These roles allow coaches to focus on specific areas and provide specific feedback to the head coach. Otherwise, some coaches might turn viewers and start watching the game. The head coach can get an overview of the game while the assistants analyze the participation. Jason Donnelly, now an assistant at Villanova, joined us at O'Connell straight out of college. He was the head coach on the freshman team, but he wanted to be involved with the varsity team, so he came to me and asked how he could be more involved. I told him to do the scouting department for me. He took it and ran with it. He was able to give me a full scouting report for any team we wanted to play against. This information was invaluable to the team during my freshman year at O'Connell. Sometimes we need to empower our assistants to make things happen. Jason then joined Villanova from O'Connell and was on the coaching staff of the Wildcats' Final Four team in 2009.

Communicating your approach 25

In-Game Responsibilities 1. Book: Spencer Westemeier (Student Manager) 2. Stats: Mike Adkins (Student Manager) 3. Comments: Eric Edwards 4. Timesheet: Mike Cresson (Freshman Coach) 5. Batting Chart: Joey Cantafio (JV Coach) 6. Matchups (Free): Bryant Majors 7. 7. Overall Defense: Bryant Majors 8. Overall Offense: Matt Mihalich 9. Aftermath: Dave Neal 10. Defender: Matt Mihalich 11. Time-Out Referee: Dave Neal 12 Camera: Donald Darang (Student Manager) 13. Water: Jackie Myers (Student Manager) 14. Warm Up: Dave Neal 15. Edit Movie During Game: Joe Blaser Figure 2.1 In-Game Responsibilities.

their special tasks. This means that each assistant coach can not only give the head coach direct feedback, but also take on responsibility and feel part of the team.

Communicating with Officials Basketball is the most difficult game in the world to manage. And having been in the business for 10 years, I can attest to that from direct experience. Refereeing is a thankless job but this great game wouldn't be what it is without the dedicated referees who work night after night and do their job so well. The coaching staff must maintain effective communication with the referees. And it's not

It's difficult because the same philosophy of communication that applies to players and coaches also applies to referees: treat them with the respect they deserve and they will treat you the same way. Coaches who taunt, yell and yell don't improve their relationship with the referees (or their team's chances). They also set a bad example for their players, who often take their cues from them. On the other hand, a coach who treats referees with respect will almost always have a good relationship with them. One of the best ways to communicate with the judges is through pre-match chat. This is a chance for a head coach and team members to instill some goodwill between themselves and the umpires - and maybe send them a message. For example, you could talk about a play in a previous game and say something like, "Can you imagine the umpire giving two free throws for this type of foul in this situation?" Most of the time, the officials answer: "He mustn't know the rules." Pre-game conversations are also an opportunity to subtly remind the referees of certain game elements that you think could become important in that particular competition. When you have a pressing team, one aspect of refereeing that plays a prominent role in your games is the inbounds rule. The rule states that a player must pass the ball within five seconds or the team loses possession. The official handing the ball to the player must visually count each of the five seconds. Therefore, you must ensure in the pre-match chat that the officials intend to do hand counts and that if the ball is not hit within five seconds, they will flag a rule violation. Also let the referees know when they are doing a good job. As a coach, you should not limit your communication with referees to times when you are trying to make a point. We try to give them praise whenever we think they deserve it, even after the games we've lost. They're human, so they appreciate a compliment just like any other guy. Remember that too

26 Training basketball successfully

Asking Questions When communicating with officials at O'Connell, one of my rules is to ask questions rather than say they made a mistake or were wrong. You're much better at getting your point across by establishing dialogue with the officers than attacking them. Officers talk to each other. When they see you as a fair coach and a gentleman—someone who treats them fairly even when you don't agree with them—they will make your games more positive.

Thoughts for the day What is right is more important than who is right. –John Wooden Above all, treat your employees with the respect they deserve. This approach is morally correct and strategically more effective. Sometimes basketball can bring out the best and the worst in all of us; We must strive to be the best, especially in our behavior towards employees. If we do that, it's not only better for the referee, it's also better for our players, for ourselves and for our sport.

Communication with Parents Coaches should make themselves available to the parents of their young athletes. Take time to talk to parents individually or together. Remember that parents are rightly involved in their child's progress and it is your duty to talk to them and patiently answer any questions they may have. As coaches, we sometimes expect parents to be a problem. And the problems that arise often result from parents' unrealistic expectations of their children's athletic abilities. However, if you are tactful and positive

By providing a more realistic assessment of your child's talents, you can usually control, if not eliminate, problems. This is important because parents can be a great addition to your program. A solution for parents With a few exceptions, I was lucky with my parents. Such an exception first became apparent at a tournament in a neighboring state when I lost two games (something that has only happened five times in my career). My assistant Jack Bruen, who became head coach at Colgate, took the team to the tournament and brought them home with two wins. When I congratulated him, he said: "Morgan, apart from the breaks, everything went well. Only four players would sit on the bench and listen to me. A parent would actually come and pick up their son and talk to him during breaks.” I found it hard to believe that a parent would do such a thing, and I realized that if I dealt with the situation, I would have a problem for years would not correct. During the first time out of our next game, all five players sat on the bench to face me like they were supposed to. However, the young man's father, who was sitting in the front row behind the bench, jumped up and began shouting instructions at his son. I stood up, looked the father in the eye and said: “If you want to coach your son, you have to find a team for him to play on. Because you're not going to train him here. So I went back to the huddle and started talking to the players. I never had problems with this father again. I would like to emphasize that my desire in this situation was not to embarrass the young man, but to solve a problem that I thought could only become more damaging to the player and the team if I continue may. If you don't address these issues right away, they will only get worse.

Communicating your approach 27

We must not forget that every young person we educate is the most precious thing in the world to their parents. Consequently, it is very difficult for parents to be completely objective. For this reason, I often start parents' evenings by saying, “Listen, I know this is an emotional topic. I promise I will treat you with respect and I expect you to treat me with the same respect. Let's work hard together to do what's best for your child." A useful strategy is to have all parents and players sign a letter of intent before the season starts (an example is shown in Figure 2.2). This letter helps parents understanding how to support their child, but also how to allow the child and their coach to build a relationship.As coaches, we want our players' parents to work with their children and their team and support them - but try Don't let them manage every decision on a small scale, we want them to understand that there are ups and downs in every season and that they need to let their kids go.

through these ups and downs. This ability to face adversity will help the child grow into a stronger person. If a player has a problem, we also want that player to solve it directly with the coach. The player-coach relationship is strengthened through communication and trust is created. Today many parents want to step in and solve any problems that arise for their son or daughter; In the end, these parents fail to help their children develop the skills they need in life. In general, coaches should see parents the way they see players - as part of the team. And good communication helps make contributing parents appear positive. So try to make parents feel part of the program at the beginning of the year. Once the team is selected, we invite the players' parents to a team service at the school after a regular training session. After Mass we have a social hour where we all get to know each other a little better, followed by dinner. at the end of dinner,

Letter of Intent This serves as a letter of intent between ____________________ and the O'Connell Technical Committee. In order to allow ____________________ and the O'Connell team to have the most productive year possible, the following parameters will be agreed between the O'Connell coaching staff and ______ and her parents: How Coach ______ wishes to play will be handled directly between ______ and Coach Wootten first. The family can meet with the coach after ____________________ has done so. That the family agrees to support the team and ____________________ regardless of how the team and ______ play. This ____________________ will participate in all staff functions. That the family agrees not to say anything negative about players or coaches in the stands, not to communicate with ____________________ during the game, and not to say anything negative about the program. Figure 2.2 Statement of Intent. By M. Wootten and J. Wootten, 2013, Coaching Basketball Success, Third Edition (Champaign, IL: Human Kinetics).

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I usually give a short speech. I share the rules that players voted for, encourage parents to be active team players, and emphasize that we all need to work together to make this a successful year. At this point we distributed the player-parent bids. I also emphasize that my door is always open for parents and players if they want to talk to me. Do's and Don'ts of Gamer Parents The following are the 10 do's and don'ts I ask of gamer parents: 1. Make sure your child knows if you're winning or losing, if you're scared or heroic, you love them, appreciate their efforts, and are not disappointed in him. 2. Do your best to assess as objectively as possible your child's athletic ability, competitive attitude, athletic behavior and actual level of achievement. 3. Support your child on the way to and from the course or at home, but do not train them. 4. Teach your child to enjoy the thrill of competition. Don't say, "Winning doesn't count," because it does. 5. Try not to let your child experience your athletic life in a way that creates pressure. Don't pressure him about your pride. 6. Meet the trainer to ensure that their philosophy, attitudes, ethics and knowledge are such that you will be comfortable exposing your child to them. 7. Don't compete with the trainer. You end up undermining your child's respect for the coach, putting them in the awkward position of taking sides, or alienating your child and making the coach a hero who can do no wrong while undermining their authority.

8. Don't compare your child's skills, courage, or attitude to other team members. And if you must do it, do it outside of your child's hearing and in secret with someone you can trust. 9. Remember that children tend to exaggerate both when they are praised and when they are criticized. Temper your reactions when they bring home tales of doom or heroism. 10. Realize that courage is relative. Some of us climb mountains but fear a fight; Some of us struggle but turn to jelly when a bee buzzes nearby. A child should know the meaning behind Mark Twain's famous saying, "Courage is not the absence of fear, but doing something in the face of fear". And I recently added an 11th commandment: 11. Don't make coaches think of you while they're trying to train your child. We've found this preseason meeting to be a great way to start the year on a positive note. It allows parents to get to know each other as well as the trainers who will be working with their child. And it helps build the team unity between coaches, players, and parents that is essential to any successful basketball program. At Bishop O'Connell we also take the time at the beginning of the year to emphasize to parents that before making an appointment with a coach, they should first allow their child to speak with the coach, as the most important relationship is coach-to-coach Player. . We also ask parents to raise their concerns about the coach directly to the coach and never to the player (just as a coach would never raise a concern to a player about a parent). Finally, we implemented a rule that parents and coaches must allow 24 hours after a game to cool down before meeting.

Communicating your approach 29

One of the cornerstones of Bishop O'Connell's program is faith. In order to build a successful team, not only the players and coaches have to believe in it, but also the parents. This belief needs to go through thick and thin and extend not just to the child themselves, but to the trainer and the program in general. Audrey Clark Shows Her Son's Faith During Jason Clark's first year, we had been practicing for about three weeks when I got a call from his mother, Audrey. She told me Jason came home and said the training was too hard and he wasn't sure if he was good enough to play. Audrey told me her response to him was, "Listen to your coach and go through with it." Jason had a glittering career at O'Connell, winning Washington, DC's Player of the Year as a senior. He then proved his worth in Georgetown, where he played for John Thompson III. As a senior there, he won the Big East Sportsmanship Award and was a first-team All-Big East. I think a big reason for Jason's success was his mother and grandmother, the late Janetta Clark, who taught him to listen to his coaches and get through difficult times. Audrey and Janetta never lost a game but they believed in our coaching staff and never questioned us in front of them. Not only did they believe in Jason, they believed in us through the ups and downs. Her parenthood helped Jason grow into the handsome, handsome man he is today.

Communicate with school management Maintain constant contact with school management, including your players' class teachers. Every teacher in your school can help your program in some way, even if it's just games and showing support. You'd be surprised how many people are willing to help your program if you just ask.

For years all of our games at DeMatha were filmed by Rocco Manella, our head of computer programming. As a coach and friend, your interest in me and our program has been invaluable. Other professors keep statistics for us, and the art department creates posters for our games. While this isn't always possible, it's ideal if some or all of your assistants are faculty members. This helps improve interaction between the basketball team and faculty throughout the year. Your assistants can also easily check on players to see how they're doing, both in-season and off-season. The faculty supports us because they know I don't put basketball before academics. You know I pass that philosophy on to my players: the classroom is more important than the pitch. You see, our players work the same hours as any other DeMatha student. And they know I don't expect them to give our athletes special treatment; they appreciate the fact that I allow players to skip practice to tutor or take an exam. Our Technical Committee demonstrates its willingness to work with faculty and reaffirms the priority of academics over athletics. We closely monitor the coursework of our athletes. Every two weeks my players bring a form to all of their classes. Teachers are asked to provide the student's current grade and any other relevant comments. So there are no surprises when the certificates are issued at the end of the semester. Whenever a bad grade comes up on a two-week report card, I personally speak to the professor to find out what I can do to resolve the situation. And because the lines of communication between me and the faculty are open, it's often the other way around. I have professors who come to me and ask me to speak to a player who might be struggling with a certain topic. I also oversee the types of courses players enroll in each year to ensure they are taking the core courses required by DeMatha High School. Fortunately, these undergraduate courses comply with NCAA statutes regarding collegiate athlete scholarship eligibility.

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Academic Archive At O'Connell, we maintain an academic archive on every player. This file contains an updated transcript and bi-weekly progress reports. Additionally, we make sure players are aware of any rule changes that the NCAA Clearinghouse may have made over the past year. We review these files and rule changes with players' parents in a year-end meeting to ensure players are progressing toward graduation and meeting NCAA standards. This is another important way to communicate with your players and it shows that you care about them as whole people.

Communicating with the Student Union From what I've said, you can see that I encourage players to take active roles as members of the student body. I encourage them to participate in other school sports events, support school teams, and interact with other students. One year I canceled training so that the whole team of our football team could watch a league game. James Brown, a former national sports reporter, now at CBS, picked our basketball team as a sophomore. He didn't play much that year, but at almost every home game the crowd chanted, 'We want James! We want

Mark Goldman/Icon SMI

To help players meet NCAA standards, I have all players sit the college entrance exams in the spring of their freshman year. At DeMatha, we were fortunate to have Dr. Charles “Buck” Offutt, School Aptitude Test (SAT) expert; Before his death, he regularly ran a SAT prep course for basketball players and anyone else who wanted to take it. We have had tremendous success in preparing athletes for college play by closely monitoring and strongly encouraging their academic status

Our players complete the SAT preparation course. It is a coach's moral obligation to prepare players for life after school. Otherwise use your players. That's why you need to make faculty a part of your basketball team. Let them know they matter and that you value their contribution. I love it when a teacher comes up to me and says, "Hey, I saw we won a big one last night." Everyone likes to be part of a good team whose players are good people, have their priorities in order and represent the school properly.

Many years after making DeMatha a positive presence on and off the field, acclaimed sportscaster James Brown interviews his high school coach.

Communicating your approach 31

James!" The reason everyone loved James was because he always gave everyone he met in the hallway a big smile and a hello, from the smallest freshman to the biggest senior. While encouraging your players to remember the Involve activities of the other student body, also strive to keep the student body informed and excited about the basketball team. The student body is very important to support the team in the stands and will be more likely to get involved if you Having fun coming to the games At one of our first home games each year, we give away a DeMatha Basketball t-shirt to any student who shows up and supports us We also have various students who dress up as school mascots This is such a popular part of the games where seniors vie for the privilege of being buck the fag. At our final home game of the season, we honor all the seniors who play in graduate this year. At O'Connell, we can offer free t-shirts or a slice of pizza for the first 100 students to play a game. We even gave away shirts with custom letters to spell our team name: KNIGHTS. This ensures that every student involved participates in the game; otherwise the team name would be misspelled! All these ideas result in the students becoming more involved in the team. As you encourage students to participate in the games, also encourage them to show their support in appropriate ways. Ask them to cheer for your team, not boo or harass your opponent. Then, when they actually show up and support the team positively, show your appreciation. For example, during the DeMatha morning announcements, our players sometimes turn on the speaker and thank the students for their support in the previous game. At O'Connell, players sometimes give out free pizza around the school the next day, or players can go to the cafeteria and thank the students for coming out and supporting the team. Finally, and perhaps most importantly, inform all students that academic favors will not be awarded to those who participate in the basketball program. The student body will be more supportive when they realize that basketball players don't get special treatment. As a result, there is little or no jealousy or hostility from other students toward student-athletes.

Communicating with Community Members At DeMatha, we're proud that so many community-minded people in Hyattsville, Maryland, have chosen to be a big part of our team over the years and contributed to our success. If you're willing to invest time in cultivating these relationships, you can get a lot of support from the community. For example, the local car dealership Sport Chevrolet supported the school financially through advertising and car donations for raffles. A nearby restaurant, Ledo's, was another big driver. The owner's son is a graduate of DeMatha, and our basketball coaches meet there after every home game. The local subway and McDonald's support us, as do many other businesses, service organizations and clubs in the area. Community Service At O'Connell we undertake a number of community service projects such as: B. By buying a Christmas present for each student at a nearby school in a low-income area as part of our program. Then we go to the school, distribute the gifts and talk to the students about the importance of education. We also adopted an overseas army unit and sent them items such as magazines, board games, and playing cards. Another way to communicate with community members is to build connections with the local youth community. For each home game, we choose a middle or high school in the area and invite students from that school to come to the game as our guests. This allows young people to see the team in action and build strong community support. We also host a community tournament at a facility called Hoop Magic, which features over 60 teams across multiple age groups and divisions. Our players work with the book and the clock. By participating in the tournament, our players can support local youth teams.

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In the summer of 1977 I had the opportunity to compete with the team in Brazil. With little prompting from me, the community helped us raise the funds necessary to provide a unique experience for our young athletes. This team became one of five national champions that we had at DeMatha.

Communicating with the Media Whether on a regular basis or just a few times a season, at some point you will need to communicate with your local media. Being available for interviews and politely responding to all media inquiries can mean a lot to your show. Show reporters that you understand they have a job to do and that you think their work is important. Answer positively to questions and remember to promote the team and its players, not yourself. Since many media organizations have limited teams to cover high schools, you may want to reach out to them if you have a story that might interest you. Don't try to favor one reporter or one media outlet over another. Various media sources cover our games, from small local newspapers to the Washington Post. Make yourself equally accessible to reporters from all news organizations showing an interest in the basketball show. Media accessibility can help your show get more attention. And treating all reporters equally can help ensure your show gets fair press coverage. Our players are available to the media. We don't believe in protecting or hiding players; In fact, we encourage reporters to talk to them. This is part of your education (even in high school). Learning to speak to members of the press is another aspect of your development. While most of our players won't be doing media interviews for the rest of their lives, the ability to think for themselves in a situation like this will serve them well no matter what calling they choose in life.

We even like to do media training for our players. A former DeMatha crew manager, Andre Jones, became a producer for a local television station. Every year André comes to the school with a camera and interviews the players to help them adjust to the situation. If one of our players needs a little more work, we'll bring Andre back for another hands-on interview or two. The only rule of thumb for speaking to the media is that players need to keep their comments as positive as possible. There is no point in making negative comments about other people in the media.

Summary The keys to effective communication as a basketball coach are: • Communicate your approach in a style that is comfortable for you and that fits your personality and philosophy. • Learn to anticipate problems and resolve them quickly through good communication. • Use the sandwich technique (praise-criticism-praise) for constructive criticism. • Be enthusiastic but not overbearing in your communications. Never intentionally embarrass a player. • Be honest when communicating, even if it means admitting that you don't know something. • Always keep your door open to your players, your parents, your assistants, faculty members, your student body and individuals in the community. Treat each group as an important part of your program. • Treat employees with the respect they deserve. Use pre-game chat to your advantage. • Be accessible and responsive to media representatives. Promote the team, not yourself or just one or two players.

Chapter

motivate players

If your team isn't playing well, it may have nothing to do with the offense or defense you're using. On the contrary, it could be because your players lack the will, enthusiasm and drive to succeed. Your ability to increase motivation levels will be instrumental in your team's success. Before we begin, let me first caution against using a packaged approach. Don't try to treat all your players the same because they are not all the same. Just as they stretch differently to warm up for a workout, they will be motivated differently. Some are self-starters; others need a nudge. But the one area where every coach must remain consistent is the fair application of rewards and punishments. First, let's consider when and what to reward and punish on and off the pitch. I try to reward whenever possible; Players love hearing praise, so the rewards really grab their attention. And I try never to punish but to teach with discipline. On the rare occasions that I do penalties, it's for misconduct or a violation of a team rule. As far as reward goes, an obvious choice is good performance. But perhaps most importantly, always try to reward players who are

work hard and put in a good effort, on and off the pitch. Once you know when and what to reinforce, you need to know how to do it. The rest of this chapter describes the approaches that have worked best for me.

Verbal Reinforcement The most effective form of on-court reward is simple: verbal reinforcement. You can praise this player for great passing or this player for great defensive play. But if you only praise athletic ability, how do you reward less athletic players who put in a lot of effort? Chances are you wouldn't, which is an obvious mistake. So keep in mind the different skills of the players and also praise them for their enthusiasm. A player feels especially rewarded when their coach praises them in front of the rest of the team. So if a player is making an exceptional effort, I stop practicing and pick the individual. Over time, the message that my efforts deserve my credit spreads throughout the team; Players are motivated to earn that credit, and the result is greater team effort. 33

34 Training basketball successfully

On the opposite end of the spectrum from positive verbal reinforcement is punishment. I don't even like the word punishment. However, some coaches punish more than they praise. I strongly suggest that you never discipline to punish; rather teach discipline. This allows you to supplement the use of rewards with a disciplinary system that leaves no doubt as to what is unacceptable in terms of effort, conduct and propriety of the judiciary. And it won't make your players so afraid of the consequences of making a mistake that they'll hesitate or refuse to try. I often say that it's not so much what you train as what you emphasize. Your coaching philosophy will tell you what to emphasize, but remember that your players will respond to what you emphasize. In their eagerness to please you, they will try to do what they know you care about. For example, if you believe defense is important, your players will hear that in what you say and what you reward. Every year I tell my players, 'I don't know who's going to start this year, but I know the best defensive player will do it. And I'm not sure if the second best defensive player won't also start. If there is a tough decision between two players about who starts the XI, the best defensive player gets the nomination. This direct conversation sends a clear message to my players about the importance I place on defense. Not only does that motivate my top two defensive players to excel, but it motivates all players to get better defensively, which means we'll play better defensively on the team. I also tell my players that the best rebound will be the starter. And as a result, everyone attacks the advice in our practices. All players want to play and they want to play as many minutes as possible. I often use this wish as leverage when talking to the team about what I want from them. I can then say, 'If you noticed the other night that Joe played three and a half quarters. He was always our defensive wall. He dived for every missed ball. He's our worker. And we know that every good team has some workers.”

The players know immediately what is important to me. If you follow the same approach, you'll soon see more and more players playing better defense and looking for loose balls (or executing the skills you highlighted). It becomes contagious. The opposite is also true. Your players will know what not to do and what isn't important to you by what you emphasize. If you don't promote three-point shooting or play with a player who never passes the ball, the team will realize that the long-range shot is of little importance while the pass is very important to you. 🇧🇷 Once you have defined each player's role, you should praise those who do their job well. After each game, I make it a point to highlight who led the team in rebounds, who dunk the most on loose balls, who took the most free kicks, who did the best defensive work, and so on. This helps non-headline players feel comfortable about their contribution to the team and helps those who make headlines appreciate their teammates. It brings him a step closer to the chemistry every coach strives for when the team's success is more important to their players than their own individual accomplishments. I remember hearing about a trade between former Minnesota Vikings head coach Bud Grant and their star quarterback Fran Tarkenton. Bud showed footage of a reversal leading to a touchdown and Tarkenton threw the key block that started the game. Bud praised all of the players involved in the success of this game, except he didn't point out Tarkenton's blockade. After the meeting, Tarkenton approached Grant and said, "Coach, why didn't you mention my block?" Grant replied, "Fran, I know you always will." To which Tarkenton said, "Not if you do do not mention." Remember: players listen to everything you say and do. I've seen teams go into warm ups with no organization or structure. At some point, the coaches of these teams (perhaps unwittingly) told the players that warming up wasn't very important.

Motivate players 35

I let my players know that warming up before the game is important and that they should do it right. On the other hand, almost none of our players warm up before the second half. That's because I tell them they can warm up if they want, but it's not essential; I let each player choose what they feel most comfortable with. So most of my players are sitting on the bench mentally preparing for the second half. And if anyone is under the impression that Morgan Wootten's half-time warm-up isn't that important, they're absolutely right. Coaches as role models No written words, no verbal appeals, can tell our players what they should be; Not all books on the shelves are what their trainers are. You write the gospel, one chapter each day, by the deeds you do and the words you say. Men read what you write, unfaithful or true; Tell me, what do you think the gospel is? Play a short verse by Rudyard Kipling.

Post-Training Meetings I tell my players that I am responsible for their fitness and behavior on the pitch. But I also tell them that it's their job to stay in shape and behave properly for the remaining 22 hours of the day. One technique that I think has a positive impact on player behavior off the field is short team meetings at the end of almost every practice session. I use these meetings

to talk about how the exercise you just completed went. I also take the time to address any other points that I think are important, such as the rules the team voted for. These post-practice discussions serve three purposes. First, they remind players of their own team's rules. Second, they allow me to emphasize to players what I consider acceptable or unacceptable behavior. Third, they help establish some control through peer pressure. My teams traditionally spend a lot of time together. Consequently, players tend to monitor each other in these extrajudicial situations. I'm not saying that you spy on each other, but Flashcards and Notebooks As trainers, we always borrow good ideas from other trainers. I borrowed the following idea from my fellow coach Tommy Orndorff, who is one of the top women's softball coaches in the country. He has won 19 state titles in the last 26 seasons! At O'Connell, we've long used note cards to give players weekly goals. Some of these goals are assigned by the coaches, while others are assigned by the players themselves. After the training, we talked about these weekly goals both with individuals and with the team. Telling players what their teammates are trying to improve creates great chemistry. We recently added Tommy's idea of using notebooks to this practice. Notebooks are a place for players to jot down anything related to the day's practice - for example, a play diagram or their thoughts on various topics such as "What is success?" What is mental toughness? or What does consistency mean? - and a place for your weekly note cards. Coaches read players' notebooks and can use them to discuss privately or collaboratively with players after practice. Tommy told me this also allows him to teach life skills. Never be afraid to borrow from other trainers!

36 Training basketball successfully

They focus on each other's goals and reinforce the appropriate behaviors to achieve those goals. I encourage players to come to me if they see inappropriate behavior by anyone on the team. However, I am not asking you to name the player who violated the rules or the details of the incident. I'm careful not to create an unhealthy situation where teammates yell at teammates. Players feel comfortable speaking to me because they know the conversation will be kept confidential and won't get a specific teammate in trouble. When a player feels the need to talk to me about a situation like this, they usually say something like, "Coach, can you make a general statement to the team about smoking?" That's all I need to know - no names, dates or phone numbers. I do not conduct police investigations. Then I will use one of the post-training meetings to send a message to the team. "I've noticed," I will say, "that some of you are not complying with the curfew that the staff has imposed." Or, "We know we have a no-smoking policy on this team, and apparently some of you have forget it." Usually they get the message.

One-to-One Talks One of my favorite ways to reach young people is through motivational and thought-provoking poetry. Some of my greatest players, like Adrian Dantley and Danny Ferry, have told me how much some of these poems have helped them. But perhaps the best way to motivate a young person to fulfill their potential is to talk face-to-face. Occasionally pull a player aside, pat them on the back and let them know they are special to you and the team. Praise his efforts and encourage him to try harder. You'll be amazed at how much seemingly trivial conversation can make a difference. It can work wonders.

An MVC: The Most Valuable Conversation During Adrian Dantley's senior year at DeMatha, we drove to Cumberland, Maryland, for the Alhambra Tournament, the country's most prestigious Catholic high school tournament. When we reached the finals to face St. Leo's, an undefeated Chicago team, it was pretty obvious that our senior point guard, Billy Langloh (who later joined Virginia four years later), was likely to be named tournament MVP. Dantley had won the MVP trophy the previous year, but this year he was slowed down by a knee injury and had to wear a knee brace for the first time in his life. Understandably he was discouraged. On the afternoon of the league game, I pulled Adrian aside in the hotel lobby and chatted with him for about five minutes. I told him I thought Langloh would be the MVP, but I also reminded him that this was his last high school game. "Why don't you go out like the all-American you are?" I asked him. That night, Dantley showed up to the game without knee pads. He scored 38 points and grabbed 22 rebounds in 16 minutes as we beat the undefeated St. Leo has a record lead at the tournament. It was St. Louis' only loss of the year. Leo's, which won the Illinois State Championship. The example above is living proof of what a face-to-face conversation can do. Of course I had a big advantage with Adrian Dantley, the type of player who always had that competitive fire in him. But even the best of us sometimes need a boost. I think coach-player talks lead to more positive reactions because players like to be treated individually. It shows them that you care about them as individuals and that they appreciate your willingness to help them solve their specific problems. Many coaches are skeptical of how much a simple conversation can mean to a player and a team. Instead, they focus their energies on

Motivate players 37

At the beginning of the book we talked about philosophy and the four pillars of faith, trust, honesty and collective responsibility. At O'Connell, we use these terms to talk about the kind of player, coach and team we want to be. An incident involving Bryant Majors, my current assistant coach and former player, is a good example of the cornerstone of honesty. At the end of the summer, when he was starting his freshman year at O'Connell, I asked to meet with Bryant and his mother. At that meeting, I told Bryant that I don't think he's working hard enough on his individual abilities. I told him he had three months before the start of the season and he needed to make a significant change or he probably wouldn't play. We won the regular-season and tournament titles in our league that year, and Bryant was our first backup at the guard. The honest and direct conversation we had allowed him to listen and make the change needed. If I hadn't been honest or glossed over things, he might not have gotten the message the same way. Also, my honesty created more trust in the relationship. looking for that secret attack or magic defense that will win games. But I believe face-to-face communication is far more important and I encourage you to try. You'll find these one-on-one interactions are most helpful to the team on and off the pitch.

Nonverbal Reinforcement In addition to verbal forms of motivation, I use a behavioral reward system called Permission. The system is based on the effort and quality of performance shown during the exercise. Exceptional efforts and achievements win

Cortesia de Bishop O'Connell High School / Tommy Orndorff

honesty

Both in training and in the game, great effort and high-quality performance need to be reinforced.

Player permissions that allow them to finish a specified number of runs at the end of practice. However, not making a full effort or staying alert during exercise can result in extra runs. At the end of practice, we add up the allowances to determine how many double shards each player should run. (A breaker involves running the length of the floor in short runs from the foul line to the baseline, half a block to the baseline, the other foul line to the baseline, and finally the baseline to the baseline.) Base this sequence twice. We call them separators because they separate who is fit and who is not).

38 Training basketball successfully

2. In the middle of the game, players commit 5 two-shot fouls. 3. And at the end of the practice, the players do 5 one-and-ones. If a player makes 9 or 10 free throws in any of the sets, he gets a go. If he makes less than 7, he gets a double separator. We also assign permissions and delimiters to other elements of our practices, such as: B. the semi-judicial offense (discussed in Chapters 10 and 11). We make a game out of it; The winning side gets approval while the losing side gets a double split. You can assign permissions or tabs to each activity as you practice. This will encourage your players to focus and practice as much as possible, which is essential for player development. The coaches who attended our training sessions were amazed at the players' efforts. I think this reward system is one of the main reasons players work so hard.

Thoughts for the Day There is no elevator to success - you have to take the stairs. I also encourage excitement by allowing players to reduce their sprint at the end of practice in a way that is independent of permissions and delimiters. Most of our conditioning work is done during practice itself, so the number of players running at the end of practice varies based on how much condition I believe the players actually had during practice. For example, if we run 20 sprints in two minutes after a particularly hard workout, I might decide that the leader retires after 10, then the leader retires after 12, and so on. At the end of practice, some players have more permissions than tabs and don't need to make extra runs. Those who have the extra run try to borrow allowances from the players who have excess,

offers to stand in line for teammate's lunch, carry his books, or shovel his car's snow. But any player who ends up in deficit must run at least one double breaker. However, it always works that we give more permissions than separators, so most players who end up running are just running a duplicate separator which should complete within a minute. But I don't see that extra run at the end of practice as a punishment; Instead I tell the players that it's an opportunity for them to get in a little bit better shape. The permit system is actually designed to train the mental rather than the physical condition of the players. Players' awareness of permissions and delimiters increases their focus and effort during practice. They act with full force, knowing that doing so can result in permissions and therefore fewer delimiters. Additionally, switching between players with additional permissions and those who need them increases camaraderie between players and inevitably leads to some of the funniest moments in training.

Problematic behavior The authorization system works well in practice on the pitch. But how do you manage rewards and penalties related to team rule compliance or violations? Because I believe that the team is not my team but the players' team, I let the players make the rules. However, I encourage the team to set as few rules as possible. And I've learned not to fall into the trap of specifying exactly what penalties will be applied when the rules are broken. If you announce the penalty before a violation occurs, you will be cornered. Any situation that arises should be handled in the context of your own circumstances. You can ruin, or at least damage, future athletic and academic careers by cornering yourself with announcements

Motivate players 39

Flexibility is a must When I was a young coach, I would ask players to take a night curfew for a trip. When lockdown was implemented, I foolishly announced that anyone who missed lockdown would be removed from the team. Didn't you know that my 6ft 8 star center, Sid Catlett, and a young student named Billy Hite missed curfew by 15 minutes? At the team breakfast the next morning, I announced that they were both eliminated from the team because I said it was the penalty. But after speaking to the two players individually, I realized they had a legitimate reason for being late. My problem now was to resolve the bad situation I had created by taking a penalty without first defusing the circumstances. The next day at school I called a teachers' meeting and asked Sid Catlett and Billy Hite to attend. I told the other players that if Catlett got kicked off the team, all the college coaches who recruited him would think he was a bad person, and we all knew that wasn't true. I couldn't put myself in a position to play God and possibly ruin a young man's future, I said. I told them that Sid would be reinstated and that since Sid would be reinstated, Billy Hite should be brought back as well. Sid had a great career at Notre Dame. Billy had a great football career at the University of North Carolina and is now an associate football coach at Virginia Tech. penalties in advance. Penalties can only be calculated fairly after weighing all the facts. For less serious violations that occur along the way, you should use your best judgment. If a player is a little late for practice, I just say, "You've lost some of your condition. But no worry. At the end of the training we will let you catch up. This usually drives the point home.

One punishment that I don't believe in is the reduction of a player's minutes in a game. If the penalty is worth a suspension, the player must concede the entire game. On the other hand, when a player dresses for the game, he should play as much as necessary. (This also applies to injuries, as we'll discuss in the next chapter.) If you try to punish a player by limiting their minutes, you're in murky waters. First, the ever-changing conditions in games never allow you to predict how many minutes a particular player will play. A second problem is that you can send the player false messages about his role in the team. If a player is absent without an excuse or commits some sort of misconduct, a good face-to-face conversation will usually ensure it doesn't happen again. What is said in these conversations will of course depend on the circumstances, but one of the key points you want to emphasize to the player is that their behavior reflects the type of person they are. Ask him, "Is this the person you want the rest of the world to see?" Tell him that people, including faculty officials, will form an opinion about him based on the image he presents in court. You can also remind players that they also represent their families and school. In these situations, try to appeal to players' loyalty, pride, and commitment. I'm often asked if kids are as easy to train and as good today as they were 50 years ago. I think today's kids are as good as ever. They need the same things that children needed 50 years ago: discipline, love, and attention. They need adults in their lives who will take care of them, treat them like people, take the time to work with them, and offer constructive criticism. We have to offer all of that as coaches – not only because it's the right thing to do, but also because we want to improve our young athletes.

40 Training basketball successfully

Discipline curfew In the 1989 season we played a team where some players had broken the curfew. Before the game, their coach announced that these players would not start and none of them played in the first half as we built a lead. But the coach allowed the curfew offenders to play in the second half, allowing his team to take the win. For me, the only thing the manager of this team proved to his players was, "We can't win without you". The original intent of the punishment was lost and players suffered no negative consequences from their actions.

Good Player Choices One of the best ways to avoid problems is to choose good people for your team. The only way to develop the best team possible is to put good people on it, so choose players who want to come to practice, who are selfless and dedicated to their studies. I don't care how talented the player is; A less skilled player with a higher setting will do better in the long run. Talent is only seventh or eighth on the list of what I look for in a player. Don't get me wrong, talent is good. But other things are more important. When rating players, I ask, "What kind of person is this? A good person? Loyal to? Dedicated? Does he get along with people? Is he eager to sacrifice himself for the good of the team? Will it solve problems instead of creating problems? Is he emotionally balanced? Is he conscientious about his schoolwork?” If the answer to all of these questions is yes, only then do I begin to consider the player's physical talent and basketball ability. If you choose good people this way, you will find that you don't have to worry about punishment. You will be too busy using your reward system! An example of a young man's character who transcended his basketball talent was Billy Mecca, whom I retained as the 16th player of his career.

first year. The only reason I kept him was because he was a great kid and had all the personal qualities that I love to see. He could be an inspirational leader for us, I thought; He was able to improve team chemistry with his attitude and closeness to other team members. But since Billy was only 1.60m tall and had limited abilities, I told him that he would probably have a hard time making the team as a senior. Billy proved me wrong in his senior year (and I've never been happier I was wrong). He became our starting point guard, received a full scholarship to Niagara University, and is now the associate athletic director at Quinnipiac College in Connecticut. These situations repeat themselves invariably every four or five years. Some players I'm counting on will fall behind because they don't work harder to improve their game; another player will improve dramatically, coming from almost nothing and becoming an established star. These disappointments and surprises aren't unique to DeMatha. If you remember, Michael Jordan was once kicked out of the college basketball team.

What's it about? One of my most rewarding seasons was 2000-2001. Our backcourt was to consist of three young men who would later go on to Division I colleges. However, due to various circumstances, all three were not in school or on ours List when the season started.Three youngsters who were meant to be substitutes suddenly became regulars.Our motto was, 'Will this year's story be about the guys who left or the guys who stayed? "Everyone decided that the story should be that those who stayed were champions. And champions they were. This team won our regular conference season, our conference tournament, the Washington, DC City Championship and the prestigious Alhambra tournament. The team was clearly one of the best teams in the country.

Motivate players 41

One way to minimize these mistakes is to be more concerned about who you cut than who you keep, even when it's tempting to do the opposite. When deciding who should be on your team, make sure you know the name of each player you want to remove, what they can and cannot do, and why you are removing them. And if you do make cuts, be sure to invite the freshmen back in and let them know they have a fair shot next year if they work hard to improve - like Billy Mecca did. Be open to the potential of your players. The predicted starter might not work, but the player you put in his place could be the next Michael Jordan!

Chemistry 101 Unfortunately, the professional basketball your players watch on TV has become a single-star game. However, what hasn't changed is that teams that play together are still the most successful. The Los Angeles Laker teams of the early 2000s didn't win multiple NBA championships until Shaquille O'Neal and Kobe Bryant decided to play together and put the team's fortunes ahead of their own egos. Even if you don't have Shaq, Kobe or Jordan, every team has its stars and you as a coach must help all of your players understand that team success is more important than their individual accomplishments. In other words, you need to train chemistry. Good coaches are good salespeople too, so take every opportunity to remind your players of the value of hard work, dedication, dedication, sacrifice and teamwork. A team with strong chemistry will not only play better on the pitch, but will also be better able to weather storms that come their way. Adversity can tear teams apart, but good chemistry helps keep them together and minimize discord and blame. When players start blaming each other, problems arise. By constantly exercising against it, you can help prevent potential problems.

Thoughts for the day For the strength of the pack is the wolf, and the strength of the wolf is the pack. –Rudyard Kipling You should always remember to maintain or improve team chemistry. You can do something as simple as give your players the Thought of the Day at every training session. I've been doing this for years and it's a great opportunity to instill in your players the values they desire. The pages of this book provide sample thoughts for the day. (See Chapter 6 for a more detailed explanation of how I put the mindset of the day into practice.) Hall of Fame coach Pete Newell shares four guidelines he has in mind for teaching chemistry: 1. Teach your players to compete hard every day. 2. Maintain good communication between players and coaches. 3. Don't be afraid of failure (have an attacking attitude). 4. Don't allow excuses. Just do it. My two main guidelines for instilling chemistry in a team are as follows: (1) choose good people and (2) define the player roles. Coaching Chemistry "Coach Chemistry Every Day." At O'Connell, I use this motto constantly with our coaches. You need to practice chemistry in everything you do - check players' grades, ask how things are going in their lives, go to the gym and play one-on-one with them, and so on. One of the great ways we do this at O'Connell is through our Summer Nights Camp for Young Players. We ask our players to referee at camp. You work a long day, lift weights after lunch, do a skill workout after dinner, and pick up at the end of the day. They then hang out together in the dorms. This time bring the group together.

42 Training basketball successfully

choose good people

Catholic High School Cortesia de DeMatha

The first step in coaching chemistry is what we just talked about: choosing good people. As I mentioned earlier, talent is nowhere near the top of what I look for when deciding which players to keep. I eliminated players with more than enough talent to make the roster because I knew from their attitude that they would hurt the chemistry of the team. And I kept less physically able players because I knew their attitude and charisma would be invaluable to team chemistry. The MVP That Never Started In 2000, I had the honor of coaching a veteran named Tilden Brill. He knew he wouldn't play much, but his enthusiasm was contagious and he was by far the most popular player on the team. As we gathered in the dressing room before each game, Tilden would lead the chants and get the adrenaline pumping. He was probably the most outstanding leader of his kind I've ever trained and we had an incredibly successful year in large part because of him. We've won 29 games this year, as well as the league title, the city title and the prestigious Alhambra tournament. If you asked me who our MVP was, it would be obvious: a guy who never started. At our closing banquet that year, we created an award – the Tilden Brill Award – given to top team leaders. He showed how a guy who played little could change the soul of a team and make us champions. Don't get too hypnotized by the stars when choosing your team and consider making room for the world's Tilden Brills.

Defining Player Roles Another important part of coaching chemistry is defining the role each player will play for the team, and then letting each player know what their role is and how the team will benefit from fulfilling their role plays well. Before the season starts, I try to tell each player how I think they will contribute to the team's success.

The coach needs to define the roles of the players so starters and non-starters alike know they are important to the team's success.

Their best players are easier to spot and, when they are competitors, like to be prominent. They still need to let the rest of the team know what benefits it brings them. If you have a great poster, you could say something like, "If we're going to be successful, we have to throw the ball to Jim. And the more times he catches the ball, the better we'll all do. The defense will start rushing at him and that will leave the rest of you open to good shots. Think carefully about how non-Superstar players can contribute. I like to have at least one defensive batter and a lot of great rebounds. To one of those players, I might say, "You might not be making a lot of shots, but where you're going to really help us win is to be aggressive and get us 10 rebounds a game." Every great team needs that blue- Collar player. If you want a shiny floor, someone has to polish it. If you want a beautiful garden, someone has to pull weeds. Another example is juniors who may not have much playing time during the season. I can call someone and say, 'Right now it doesn't look like you're going to make the top eight, so you probably won't have that much game.

Motivate players 43

time as you wish. But you have to make every training session your season and be ready. A nasty little problem or an injury, bingo, you're there. I often follow this up with examples from previous players who have been in similar positions. Speaking to this junior I can mention Kenny Carr who didn't play much as a junior because Adrian Dantley was ahead of him. But he believed what I said and worked hard in every training session. The following year he was a First-Team All-American. He was a three-time North Carolina State All-American, played 10 years in the NBA, and played on the 1976 Olympic gold-medal team in Montreal.

Summary Here are the most effective ways to motivate your players to do their best on and off the field: • Be fair when using rewards and disciplinary measures. • Praise your players whenever possible, especially for outstanding performance.

• Emphasize what is important to you in your speech, actions, and reward system. Your players will react to what you emphasize. • never discipline to punish; to teach discipline. • Take the time to talk to your players face-to-face to motivate them and resolve issues. • Use inspirational poems and wise sayings to motivate players. • Never announce penalties for rule violations in advance. • Remember that partial bans (reducing playing time as a penalty) can send the wrong message to a player. • Choose good people for your team. • Practice chemistry at every opportunity, with the goal that your players care more about team success than their individual achievements.

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Chapter

Running a basketball program

It's flattering when coaches come to us for advice on how to build or improve their basketball program, but don't expect a magic formula. There is no; at least we didn't find it. While the best basketball programs achieve similar success, they don't do it in the same way. Your efforts to run a top-notch program will only pay off when you tailor it to your specific needs. Although DeMatha and O'Connell Basketball are recognized as two of the best high school programs in the country, the system we use may not be right for you. Instead, try building your own DeMatha or O'Connell using a variation of our approach that best suits your situation. In this chapter, we provide guidelines for designing and implementing a system that you can adapt to the specifics of your program.

Playing Style The first and most important step in building a basketball program is developing a system, or playing style. Your philosophy and knowledge of the game will shape this system. But don't get too stuck in your ways. Be flexible so you can change your system to make the most of your players' skills.

Unlike colleges, in high school we cannot award scholarships to players who we think would look good in our school uniform. We also can't afford to keep the same players for multiple years like NBA coaches do. As such, we need to be flexible enough to adjust our system each year to maximize the attributes of the team's players. In 2004 a talented team moved back to O'Connell, but in August our 6-9 center decided to transfer to another school. We went from a team that should be strong internally to one that had good overall size but no players over 6-6. We had to adjust our focus for this year. A 6-5 player named Ernie Lomax became our starting center. Ernie wasn't a goalscorer but he was a great physical presence who loved passing. We were able to use our post as our main assistant because he always managed to find the open man. The team has adapted very well to the new philosophy. We went 30-4 and won the state championship, the league and the Alhambra. If we'd tried to bend players to fit the system we envisioned, we wouldn't have been as successful. Instead, coaches have to bend the system to suit their players. Some coaches get along well with mediocre players but find their teams are struggling.

46 Training basketball successfully

when they have more talented athletes. Other coaches seem to excel with a superstar, but not so well with a solid, diverse team. These mixed results, based on personnel differences, reflect the coaches' stubbornness to stick to their playing style no matter what. They might try to tweak it a bit from year to year, but the same basic playstyle emerges because it's what they're most comfortable with. What these trainers don't take into account or realize is that certain systems are more successful with certain talent types. A coach who primarily sticks to one system will only be successful in the years when the talent fits the system. For example, a trainer married to a zone defense that is a better match for a larger, slower one. A Discrepancy The collegiate team was small and fast, and the players excelled in pressure defense throughout the field. In contrast, our junior varsity team was one of the best we've ever had. It featured the 6-foot-1 Kenny Carr, who would go on to make a name for himself at North Carolina State and with the Portland Trailblazers. When the youth team came back from the first game, I asked the coach how much he earned. "We were defeated," he replied. "Have you been defeated? How?' 'Well, we put the pressure on all over the place,' he replied, 'and they kept passing us. Our big boys just couldn't keep up with them. So I understood the problem and its solution. I don't have a pressure team," I replied. "A team of this size shouldn't do more than play solid defense in the middle of the field because nobody will ever get a second chance against you." That team's coach, Marty Fletcher, took my advice, and that team never lost a game. Marty is currently the assistant athletic director and head coach of the men's and women's basketball teams at the University of Colorado at Colorado Springs.

Team can end up coaching a team that doesn't have the size but is extremely fast. Instead of playing in his favorite zone with this team, this coach should switch to a pressure defense that exploits the players' speed and generates turnovers. But the opposite could also be true since it was a year in DeMatha. To be a consistent winner, the coach and system must be flexible enough to bring out the best in players as individuals and leverage those strengths for the good of the team. Your training philosophy should allow for this flexibility. The system that's right for that particular team might not be your favorite or the one you know best, but it could be the one that gives your team a chance to bring out the best in themselves. Providing this opportunity is the essence of coaching. By adapting the system to players' abilities, you can go one step further and design a system that puts the ball in the hands of your best players more often. Plan at least one special move to serve this purpose. If you're blessed with two or three highly skilled players, it's wise to have a game for each of them. To keep all players happy, some managers have a game that isolates each position. Regardless of the approach, a coach needs set pieces that allow the team to bet on their clutch money players. Having argued for flexibility, we now have to say a word of caution: make sure your system is intelligently flexible. Remember that without change there is no progress, but change does not necessarily mean progress. Study your system and only change it if your talent allows it. Your knowledge and insight into player skills and intangibles will help you determine the type and magnitude of changes that may be most beneficial.

Thoughts for the Day We don't need more strength, more skill, or greater ability. What we need is to use what we have. – Basil S. Walsh

Running a basketball program 47

AP/SJP's Photo

how to compete to win not only January's big game, but also July's Summer Showdown. Finally, a great head coach is one who teaches his assistants the organizational and business aspects of running a program. When you train in a program that offers assistant coaches, hiring and working with your team are two of the most important things you will do. The old adage "Two heads are better than one" certainly applies to assistant coaches as well. When hiring assistants, first consider the candidate's personality and personality type before assessing their talent and experience. I believe that successful people share six personality traits, and I look for them in my assistants:

Former DeMatha star Kenny Carr (left) won an Olympic gold medal in 1976 and enjoyed a 10-year NBA career.

Coaching staff A head coach needs to surround himself with good people and use their knowledge and talents as fully and effectively as the players. Assistant coaches want to work with a great head coach. A great head coach is someone who encourages the development of their assistants by giving them responsibility and direction. This accountability and guidance helps coaches achieve their goals and define their own coaching philosophies. Also, a great head coach teaches his assistants

1. Energy 2. Sympathy 3. Integrity 4. Drive 5. Sacrifice 6. Foresight of what to do Find young assistants willing to do what you want your players to do: work. Your assistants must be willing to work hard to build relationships with the community, its feeding programs, and the student body. You must be eager to learn the game. Additionally, you want assistants who believe in your entire coaching philosophy. After all, in many ways they are an extension of you, another pair of eyes and ears. However, they don't want clones of themselves or people who are afraid to speak up. Assistants who can think independently and are encouraged to do so can enhance your program more than you might think possible. Once you've hired your assistants (or hired volunteer services), make sure they're working. Don't try to do everything yourself, or you and your program will suffer.

48 Training basketball successfully

Head Coach Responsibilities to Assistants I see my most important responsibility to my assistants as preparing them to become head coaches. Assistants should be viewed as teachers, facilitators, role models, and friends—in that order. Mark McCormack, one of the true pioneers in sports management and marketing, has four rules for good employee behavior, and here are some more ideas on how to build a good team and keep morale high. Here are highlights of how we recommend maximizing a team's effectiveness and keeping them happy. Pay them what they're worth. Unfortunately, many of us are unable to reward our assistants with sky-high salaries. At DeMatha, we've never had a large budget to pay assistants, but there are many more ways to "pay" a person than money. I try to get my assistants into as many clinics as possible. If I ask them to help with my demonstration, I'll give them part of my salary to visit the clinic. I also try to find jobs for my summer camp assistants, be it mine or someone else's, to support them financially and give them opportunities for personal and professional growth. Another little thing I like to do is take my assistants to a local restaurant called Ledo's for dinner after every home game. I'm paying the bill with funds from the basketball clinic I run at DeMatha. We talk about the game and enjoy each other's company, which is important to foster a sense of togetherness. Be creative in finding ways to "pay" your assistants when you can't give them what their salary is worth. Make them feel important. Give your assistants responsibility and let them train. I will talk more about specific ways of working with my assistants in this book. Your responsibilities will include assisting with planning, prospecting and follow-up

In-game fouls and time-outs and note comments. The more important your assistants feel, the more creative they will be. Incidentally, I try to do the same with JV and rookie coaches, even if they are not my direct assistants. I let them look for us and study films. That way they know I'm genuinely interested in their development. I also offer jobs for all of them at my summer basketball camp. Welcome and encourage new ideas. Don't surround yourself with sim men. Get your assistants to think for themselves and encourage them to write down their thoughts to you. I always say if you really want to know what someone is thinking, get their opinion in writing. This has two important benefits. First, some people don't like talking to each other in meetings, so writing can be a more convenient way for them to express ideas. Second, writing forces you to really think about what you want to say and how you want to say it. Reward and acknowledge your efforts in front of the team. For example, at practice the day after the game, I go through a list of my comments that an assistant wrote for me during the game. I take the opportunity to say, "As always, Neil did a great job writing reviews," and give Neil a verbal pat on the back. I also have to thank an assistant who did an excellent reconnaissance report for us. There are ways to recognize employees; Find out about them and enjoy. Educate your trainers. Less experienced assistants need a lot of tuition and guidance from the head coach. For example, I encourage each of our off-season assistant coaches to review one of our past games each week and ask themselves two questions: (1) What is the other team doing to harm us? (2) What are we doing that harms the other team? This helps a wizard become a student of the game. At the end of the season, you should professionally evaluate the work of your assistants. Sit with them and

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explain what you think they did well. Also explain what they can improve to become better coaches and contribute even more to the program.

Assistant coaches' duties Assistant coaches must accept that their primary role is to support the head coach. A good assistant gives suggestions, cares

From Assistant to Head Coach When I was my father's assistant coach at DeMatha, I sometimes wished he'd do more of my suggestions. But after becoming a head coach, I realized that being a head coach has a completely different perspective. I encourage all assistant coaches to remain loyal to their head coach and understand that they have a broader vision for the program. At the same time, assistant coaches have to stand by their own convictions. I was offered the head coaching position at the age of 23 but turned it down because I didn't think I was ready. Three years later, I took the leadership role at O'Connell and was glad I had time to learn and mature before I did. I was coached by my father on the things that successful coaches do and, more importantly, what they don't do. This allowed me to be better prepared when I took the reins at O'Connell. I, for my part, have always trained my coaches so that when they take the reins of their own program, they too are prepared. I've been fortunate to have several great assistant coaches who have progressed toward their goals in coaching through their work on our team. Six of them are currently high school head coaches, one is a college head coach, and three are college assistant coaches. I think we helped them improve every day and prepare for the future and we told them that we want to advance them in their careers.

Tasks, solves problems without being asked, and works cooperatively with everyone in the program to help the head coach as much as possible. Assistant coaches can make the head coach's job easier and contribute significantly to the success of the program. Here are some specific things an assistant coach can do to be more valuable to the program and the boss: • Make positive things happen! Don't wait to be informed. • If necessary, offer alternative suggestions, but do not go against the will of the head coach. • Be patient. Do not rush the knowledge and curriculum building process. • Demonstrate your value to the program. You don't have to tell people you're good; become clear through their actions and their effects. • Be honest about your own strengths and weaknesses. Self-awareness and determination to overcome deficits are two essential attributes in coaching. • Know what your coaching ambitions are. Do you want to be a head coach or rather an assistant coach in a larger program? With the development of assistants, there is the prospect of moving up the career ladder. Interviewing one of your assistants for a head coaching job is a bittersweet experience: on a selfish level you don't want to lose that coach, but you're also happy for him if that's what he wants to pursue. I see it as part of my job to help my assistants make the best possible impression, but I tell them, "I can open the door for you [by making an introductory phone call or something], but you need the job. “The most important rule in any job interview is to be yourself. Easier said than done sometimes, and it's easier if you prepare in advance. List all possible questions that you think might arise

50 Training basketball successfully

Six Rules of Interview Coaching 1. Do your homework. 2. Don't criticize your current employer. Don't actually hit anyone. 3. Be honest. 4. Show confidence. 5. Lastly, talk about money. 6. With your answers, show that you know how to run a program from A to Z.

and think about how you would react. Make sure your answer is genuine - what you really believe. A useful strategy when answering a question is to paraphrase before the direct answer. This does two things: it avoids confusion, and it gives you a few extra seconds (which can be extremely valuable) to formulate your answer. It also never hurts to compliment the interviewer by saying something like, "That's a really good question." Also, make sure you make a list of questions you want to ask. A job interview is a two-way street – you interview them as often as they interview you. You can find out most of the information you're looking for by letting the other party do the talking, but be prepared with your own questions. I was once asked to speak to the Georgetown University selection committee, which I did, and they encouraged me to apply for the position. They told me what they were up to and asked if I had any questions. I had a list in mind so I asked about assistants and their salaries, recruitment budget, recognition budget, an office and so on. Times have changed and most of these details are already in place, but in this particular case the school administration has not paid much attention to many of these details. For this reason I did not apply for the position. After the interview, it's always a good idea to write a thank-you note to everyone you interviewed. You never know when it might help you.

take the job If you're lucky enough to get an offer, think again. Understand why you want the job, what it might mean over the next three to five years, and how it fits into your overall career plan.

Sources of Support The better your players work together and support each other on the court, the better your basketball team will be. Likewise, the extrajudicial success of your basketball program depends on the support of various groups, starting with the school administration.

Administrative support coaches often ask me if a particular coaching job is a “good job”. In my opinion, the support of the administration should be the most important Al Burch. At O'Connell, I was very fortunate to be hired and work for a man named Al Burch. Al was a former All-Met at St. John (a team in our conference) who wrote letters nine times in high school. He was a former coach who set a national high school record with 42 straight wins while managing the O'Connell baseball team. He had been promoted to director. Al understood the value of a strong athletic program along with a strong academic program. He also believed strongly in people and the value of the individual. He listened to his coaches, trusted his coaches, and held them to a high standard in delivering his programs. He would always call me into his office and give me coaching advice. He always said that as an athlete and as a coach, he learned to be a leader. Al told me to keep you posted, ask questions, and keep an eye out for athletes. I did my best to follow your advice. As a coach, you need to keep your leaders informed about your program!

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Factor in a trainer's decision to accept a job or not. Look for management that respects their coaches and takes the time to listen to your needs.

Student Support Nothing beats a large, vocal group of students cheering for the team during games. We talked about communicating with the student body in Chapter 2, and the same methods can increase support. We're also fortunate to have a wonderful band at DeMatha who bring spirit and enthusiasm to all of our games. Since the basketball team represents the school, players and coaches should know that their peers support them 100%. It will give players and coaches more confidence and inspiration. Remind your players to fulfill their responsibilities to represent their families, their school and themselves with dignity and class. Players and coaches must demonstrate exemplary behavior that students and teachers at their school can be proud of.

Community Support The support and enthusiasm of community members can make a big difference in the success of your program. Take the time to meet people, send them schedules and information about your team, and invite them to be your guests at games and practice sessions. As discussed in Chapter 2, positive community relationships can go a long way to improving your basketball program.

Medical Support The athletic trainer is critical to the success of your program. Bishop O'Connell has two certified athletic trainers, Don Tillson and Terri Lynn Wootten. Terri Lynn works full-time on the men's basketball team during the winter. She takes care of all our athletes daily to make sure they are healthy. In addition, she assembled a medical team to do this

sure we have the best medical care available. We are fortunate to have Chris Annunziata (orthopedist for the Washington Redskins), Dr. Robert Nirschl (Nirschl Orthopedics) and Tony Casolaro (Chief of Internal Medicine at the Washington Redskins) as part of this medical team. They are the best in their field and always take the time to help our players at all times. Championship coach Jason Clark, who is currently a player at Georgetown University, was Washington, DC's Player of the Year while at O'Connell. At our post-season banquet, we have a tradition of giving each of our veterans an opportunity to speak. Jason thanked many people who helped him achieve everything he accomplished in his four years of high school, but the last person he thanked was Terri Lynn. He said she helped him for four years because he was always in the gym. He got emotional and hugged her tightly. This example shows how important each member of a coaching team is. As a coach, you must give all of your team members the recognition they deserve. The availability of a certified trainer does not relieve the trainer of their responsibility to be well versed in coaching techniques. I am responsible for the physical condition of the players on the pitch and therefore make all decisions regarding their training. The players are responsible for their condition off the pitch and I make that clear to them. Players are also responsible for informing me if they are injured. I don't want them trying to be heroes and then wasting even more time making an injury worse. We would never play against an injured player who could damage his body further, but sometimes the muscle or joint can hurt but not be structurally affected. In such cases, I speak to both the coach and the player and to everyone

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Three of us decide if the player can go. When in doubt, stay out. If a player is unable to play because of an injury, you shouldn't even have the player's jersey for the game. On the other hand, if you have a player who is in pain, soreness, or swelling but has been cleared to play by the medical team, don't be afraid to start them (assuming they're normally a starter). Letting it warm up and then sitting a quarter before putting it on is a mistake.

Feeder System Once you have designed your basketball system and have the school and community fully on your side, you are ready for the final piece of the puzzle to put together a successful basketball program: implementation. And one of the key ingredients to building and maintaining high levels of performance is a steady stream of talented, well-trained athletes. Most children who come to DeMatha attend local Catholic elementary schools or high schools in the Washington, DC area. My team and I run free training courses for coaches and players at these schools, and we also work with local boys' clubs. We also invite local coaches and players to attend our classes at DeMatha, and often include our players in these classes to demonstrate the basics of basketball. We spoke to the kids about the importance of studying hard and preparing for high school. Of course, not all of the children we work with in the clinics will come to DeMatha, but we believe the clinics are a good gesture to the community and good for everyone involved. We also invite local Catholic Youth Organization (CYO) and Boys Club teams to be our guests at one game per season. We then hold a small reception and give the young people the opportunity to get to know the team members. During the holidays we host the DeMatha Christmas Tournament, which features 32 local boys' club and CYO teams. Events like these can help sell your school

and its program, as well as fostering strong relationships with the community. If you have a feed system in your school (freshmen and junior varsity teams), be sure to spend some time with the coaches on those teams. Talk to them about your philosophy, goals, and the type of basketball you like to emphasize. Treat these trainers like members of your own team and always make yourself available to them. At DeMatha we have two junior varsity feed teams, a 9th grade team and a junior varsity (JV) team. The JV team consists mostly of 10th graders and the occasional excellent freshman. I rarely put juniors in the JV; I would rather have them on the varsity team if we think they will contribute. However, I've made three exceptions to this rule since I started training at DeMatha. In all three cases, exceptions were made because the athletes were amazing kids, showed potential, and gave us some greatness when the program lacked great men. An exception to the rule was a young man named Mike Graybill. Mike played on the JV team as a junior and then made the varsity team his senior year. He received a basketball scholarship to Boston University, where he continued to grow bigger and stronger. As a junior, he first decided to use his much taller physique on the football field. Next thing I knew, Mike was drafted by the Cleveland Browns as an offensive lineman. I'm glad we kept him in our program for his first year and it's a lesson for all of us what can happen when a young person is given a chance. I spend a lot of time with our JV and freshman coaches. I invite them to attend all of our college training meetings, encourage them to watch the team play as much as possible, and ask for their opinions whenever possible. I also make a point of watching their teams play whenever I get the chance. This is important to these trainers and makes them feel like an integral part of the program they have

Catholic High School Cortesia de DeMatha

Running a basketball program 53

Coaching at the varsity junior and freshman levels should prepare players for a smooth and successful transition to varsity.

it is. Also, younger players feel special when varsity coaches show their support and interest.

Team Rules No basketball program is complete without a framework of which team rules are a key component. As mentioned in Chapter 3, each year our players set the rules for the team. We believe players take better care of it when they really feel like they own the team. Once our team is selected, we bring all of our players into a classroom for a team rules discussion. You vote on every question by Australian ballot, which means players don't have to sign their names to vote. In the briefing, I ask the players what rules the team will have regarding smoking, drug use, drinking, curfews, dress codes to and from games, and bringing companions to games.

Thoughts for the day Those who sing with owls at night cannot fly with eagles at dawn. —Morgan Wootten

Often while the players are voting on the rules, a new player on the team will ask me what the previous teams were doing. This is my opportunity to say, "Well, I can tell you what the national champion team with Danny Ferry chose for their rules." The funny thing is that current players mostly vote the same way. After the scores are tallied, we call another meeting and I announce to the players, "These are the rules you picked for the season. Since it's your rules, I know there won't be any problems at all.” Some people might think that it's a problem for teenagers to vote on sensitive issues, or that athletes aren't responsible enough to make their own rules yet . I didn't think that was true. Almost without exception, our teams vote like this: • No drugs because they are illegal. The only disagreement about this came in the 1960s when a player voted that using marijuana was fine as long as it was used wisely. He was voted out.

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• No drinking, with the possible exception of home holiday celebrations with family where a glass of wine may be served with the meal. • Seniors must establish a curfew. So, on the eve of a game, when we gather at the end of practice, I ask the seniors what the curfew will be like that night. I have found that they are generally more strict about the curfew than I would have been. On a Friday night before a Saturday game, seniors often proclaim that it's fine to attend a local college game, but that everyone should go home and turn off the lights by 11:30 p.m. • Players must wear a jacket and tie at all matches. Athletes recognize that college coaches and recruiters evaluate their performance before, after and on the field. We tell our players in our meetings, "You only get one chance to make a first impression." A suit jacket and tie can help make a good first impression. • Team members may not bring a companion to the game (unless they have no other way of getting there). However, a player can take their companion with them afterwards. Before the game, players should focus on the upcoming competition. It is very rare that we get different votes from a player. And when we do that, the player often feels compelled to follow the rules because their fellow players chose them. The rules weren't just inherited from the coaches from above. When I ask former players how effective the team's rules have been, they invariably agree. The players will say, "Coach, we followed them because we knew those were our rules." But when I ask about the teams we've played with, teams whose coaches made the rules, I usually find that their players rarely followed the rules. His players thought it wasn't their team but the coach's team. Finally,

It is human nature to take better care of your own car than a rented car. And the same goes for players - they take better care of their team when they truly believe it's their team. A United Stand The year I coached at DeMatha Football, we were leading a league game 7-0. However, the opposing team had it first and scored at our two-yard line and time was running out. So one of our linebackers, Ricky Cook, took a break and held a team briefing in the middle of the field. Neither player went to the bench during the entire time-out. When the game resumed we made one of the best saves down the goal line I've ever seen and won the game 7-0. After the game I asked Ricky why he took a time out and what in the briefing had happened. He said he told the players: "Comrades, we've been Spartans for 10 weeks. we work hard We went to parties where people from other teams sat around and drank, but we didn't drink. We sacrifice and give up a lot. These two meters in front of us represent our sacrifice. We know these guys who come to us didn't make the same sacrifice as we did. Now let's find out if our sacrifice was worth it.” This incident confirmed to me the truth of Vince Lombardi's statement: “Those who invest the most are the last to give up”. Even though the players are voting on the rules, I still have certain expectations. Most of the time I expect players to behave like gentlemen at all times. I say to our players that they will never hear obscenity from the coaching staff, and we don't expect them to either. I constantly remind our players who they represent - themselves, their families and the school - and the responsibility that comes with that. I also tell them that they will always be DeMatha players. Therefore, I am giving all our athletes a letter entitled “A

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DeMatha Players and share a short poem with them titled Players as Models. These written passages remind athletes that they are always in the public eye and should therefore behave in ways that have a positive impact on the people they represent. In the off-season, I put less emphasis on rules than on individual improvement. In the spring I have a meeting to discuss which players will play on which team in the summer league. At the meeting, I have each player write a written review of their current skills and what they think they need to improve on.

teamsstolz

players as role models

game time

There are little eyes on you, watching day and night. There are small ears that quickly pick up every word you say. There are little hands eager to do whatever you do; And a little boy who dreams that one day he will be like you. You are the idol of the little ones, You are the wisest of the wise. In this little mind about you, suspicion never arises. He believes in you wholeheartedly, stands by everything you say and do. He'll say and do his own way when he grows up like you. There's a big-eyed little fella who thinks you're always right; And his eyes are always open, and he keeps watch day and night. Every day you set an example in everything you do for the little boy who hopes to grow up just like you. Reprinted with permission from Perry D. Biggerstaff.

Addressing players' physical development is only half the challenge. We should also take care of their mental and social approach. In particular, a coach needs to develop pride and team spirit, those intangible values that, unlike players, can stay in the program for years. Intangibles like Pride and Spirit can be tremendous benefits to your program. The great pride found at DeMatha and O'Connell is a big reason basketball programs have thrived for so long.

One of the biggest threats to team spirit is picking a starting lineup. If the selection process is poorly managed, the uninitiated can become discouraged, an attitude that can be contagious and damaging to your team. For example, you could say, "Joe, if you beat Bill, you're the starter." In the eyes of a player, this is equivalent to saying, "Joe, you can be the winner and make Bill the loser." So in a player's mind you have 5 winners and 5 losers among your top 10 players, an obviously unhealthy situation. But a good teacher-coach also includes the ability to sell. So when you address the issue of starts and non-starts, you need to sell your players the fact that being in the starting XI or being on the bench is not a win-lose situation. Instead, you can create a win-win atmosphere. To turn the previous example into a win-win situation, you could say, "Joe, you're doing a great job and we'll start with you at the station." Right after that, take Bill aside and tell him, "Bill, this team will really count on you because you're the guy who can come off the bench and taunt us.” I always tell my team, “We can only start with 5 players, but we need a lot of finishers. Any of you could be called upon to retire a game due to injury, foul problems or any number of situations that could arise.

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I think this approach increases the non-newbies' appreciation of their role in the team and thus creates depth. That's a big reason we usually have 8-10 players that we like to take out when the game is over. Team depth can also be built during the offseason. At O'Connell we have two different groups of players starting in two separate summer leagues. This way we allow all players to experience the ebb and flow of the bank. A Famous Sixth Man On our 1973 national championship team, Adrian Dantley was our star player. Also on that team was a young man named Ronnie Satterthwaite who, despite being an exceptional player, had no intention of starting. Before the season started, I took Ronnie aside and said, "Ronnie, I don't think you're going to start, but you're going to be our sixth man and you're going to be the most famous sixth man in history in America." I'll make a rule with you in a moment. If I don't put you in a game in the first quarter, come to me at the end of the quarter, ask me who you want to play for, and I'll put you in the game. You can tell your mom, dad, grandparents, girlfriend and everyone else to come to the game because you will be in every game. And the last thing you will go into is the second trimester. Ronnie's face lit up when he heard me say that and he was overjoyed. He continued to play a fantastic season for us and eventually earned a scholarship to William and Mary where he was eventually named Southern Conference Player of the Year. I think this is the perfect example of how to create a win-win situation with starters and non-starters. By taking Ronnie aside and talking to him, I avoided him sitting on the bench like a disgruntled sixth man who thought he should have been on the starting line-up.

Unhappiness and disillusionment can grow like cancer. Dissatisfied players train less enthusiastically, which hampers team development. But by creating win-win situations, you can defuse some of those situations before they become problems.

Captains Another method I use to build team cohesion is to alternately appointing two captains for each game—a game captain and an alternate captain. The game captain is chosen from the starting five and the reserve captain from the non-starting five. These two captains have the responsibility of meeting with the other team's captains and officials before the game. During play, the game captain assumes the traditional roles associated with a captain and the bank captain is tasked with keeping the bank full of team spirit. By the end of the year, each player had captained multiple times. This creates more cohesion among the players than appointing one or two captains for the whole year. Bishop O'Connell places less emphasis on the captain; The team leader is much more important. Our coaching team often turns to the leader and works with them on their leadership skills in front of and outside of the team.

Former Players Whenever one of our former players returns to DeMatha for a visit, I always ask them to speak to the players. It also increases team pride. Over 190 of our players have played at the college level. When these seniors visit school and share their personal experiences and "DeMatha pride," it helps instill that pride in younger players. A picture on my office wall shows two penguins standing on ice. a penguin

Running a basketball program 57

he says to the other, "I cried because I had no feet, until I met a man who had no class." Team pride is primarily developed by being positive and emphasizing that the team should behave with class. Any program can be proud, win or lose when players and coaches behave with class and go the extra mile to get the best out of their skills. You can be a role model for your players by organizing spirited practices, being optimistic about what you say and do, treating your youth as you would treat your own child, and responding positively to both victory and defeat . 🇧🇷 Your players will follow your example and learn from you. If you teach them well, the athletes who complete your program will be better players and people than when they started.

Summary The keys to creating and maintaining a successful show are • implementing a sound system or playing style that suits the musicians available to you; • Develop your technical assistants and use them effectively; • set up and maintain a feeding system; • receive administrative, student, community and medical support; • establish a role framework that players commit to; and • inspire pride in any player receiving a uniform.

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Part II

TRAINING PLANS

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Chapter

season planning

ONE

We all prefer working in our press zone to pressuring our players to return their insurance forms. Some coaching responsibilities aren't fun, but addressing these issues is important before basketball season begins. The following areas should be covered in the weeks and months leading up to the first team meeting:

Medical Services Conditioning and Strength Training Summer Game Team Manager Equipment Tactic Plan Competition Program Travel College Scholarships

Medical Service Please ensure that all team candidates have passed a full medical examination and have a doctor prior to the start of fitness and exercise sessions.

permission to experiment. We have a doctor who comes to the school in early August to fully examine the athletes of all our teams at a reasonable cost. A related requirement relates to insurance coverage for athletes. Because each student's school insurance is minimal, we ask the parents of our applicants to fill out a form certifying that their child is covered by family health insurance. This form contains the parents' insurance information, their consent to the child's participation in school sports, and their authorization for coaches and qualified medical personnel to make on-site decisions in emergency situations. Some kind of medical staff should be available for all your exercises and games. High schools' medical resources are somewhat limited, although most are now required to have a certified athletic trainer on staff. However, very few high school coaches are lucky enough to have a doctor at every practice or game. In most cases, they must rely on a team doctor (usually an orthopedist) that players have quick access to. And to improve athletes' chances of a quick and safe return to competition,

62 Training basketball successfully

Coaches should also have a Sports Medicine Specialist available for injury rehabilitation that they can call if necessary. You can gain access to knowledgeable sports medicine professionals by meeting with local medical experts. Spend time with them, check their backgrounds and references, and choose the best and most interesting ones. Then make them feel like part of the school's basketball program. Give them season passes and an open invitation to all matches and friendlies. Most doctors take positions like this simply because they love basketball, not to get rich. So let them watch your team as much as they want. The doctors we work with usually only accept insurance money as compensation for their services and do not charge for the additional costs of the family. Sports coaches are also a great help. Because a doctor cannot be present at every game and practice session, a certified athletic trainer or regular student must be available at all times.

Conditioning and Strength Training The days of a fit team working together when formal training begins in the fall are long gone due to the current level of competition and emphasis on training. Players must be in peak physical condition at the start of the season. Conditioning, therefore, should be a year-round process for athletes. For this reason, we recommend fitness programs both in the off-season and in the high season. Before the summer leagues begin, you should meet with each player individually to review their written rating and give them your assessment of their status. Provide details on what the player should focus on in their off-season training. We currently issue daily summer training forms, one for pole players (see Table 5.1) and one for perimeter players (see Table 5.2). These ratings and suggestions give players concrete ideas on how to improve their skills. At the end of the summer, rate each player's performance in the summer leagues.

When classes begin, be sure to meet up with each varsity candidate individually again and share your thoughts on where they are and how far they need to go in the remaining time before the varsity test matches. During the season, training needs to be structured to ensure players stay in peak condition. Strength training is an important element of a basketball player's overall fitness. But it has to be a certain kind of training. The weightlifter trying to gain size and an all-American physique may get stares in the street, but they won't be as impressive when playing on a basketball court. Instead, players must perform exercises designed to develop the specific muscles that a basketball player uses. The emphasis should be on the repetition, not the amount of weight used in the exercise. This weight program has proven itself for us for years, both to prevent serious injuries and to increase the performance-related strength of the players. Bond Training Fortunately, many schools, including O'Connell, now offer strength classes. This allows our players to train every day all year round and work on strength, flexibility, explosiveness and condition. However, we still use strength training as another way to bring our team together. Before we started weight training classes, we would lift weights after school, but the size of our weight room made it difficult. So we started getting up at 6:30am three days a week for an hour. When we started this workout, the players didn't want to get up that early, but after staying in the workout for a while, they started to see how much extra strength they gained. Getting up in the morning allows players to focus on their strength without having to go to training straight away. Additionally, players have said it helps them get to school and feel more awake. But the best thing about this drill is that players know their teammates are there and training with them every morning.

Table 5.1 Summer Training for Post Players Big Man Drills (10 Minutes)

Hook Drilling Reverse Hook Drilling Right Hand Drilling Left Hand Drilling Six and second try Superman V-cut, catch, catch ball, look at center and defenders find foot fight at post

warm-up photos

Around the basket at 5 ft (60) • Remember to have your legs bent and your hands ready before you catch.

Shots from the war zone

Receive Rotate Center (25) Receive Rotate Baseline (25) Receive Rotate Center Up and Down (25) Receive Rotate Baseline Up and Down (25) Receive Rotate Center Hook Jump (25) Receive Rotate Baseline , Jump Hook (25) Catch, Dummy Ball Center, Drop Step Baseline (25) Catch, Dummy Ball Baseline, Center Drop Step (25)

short corner kicks

Guard tackle jump to right baseline (25) Show hands, catch, lunge to basket at right baseline (25) Guard pitch jump to left baseline (25) Show hands, catch, lunge to basket at left baseline ( 25)

intermediate shots

Catch, Flip Mid (25) Catch, Flip Mid, Jump Hook (25) Catch, Baseline Flip, Jump Hook (25)

high pole shots

Catch, Left Foot Swing, Throw (25) Catch, Right Foot Swing, Throw (25) Catch, Right Foot Swing, Strong Side Kick (25) Catch, Left Foot Swing, Strong Side Step (25) 25) Catch, right foot spin, cross to basket (25) Catch, left foot spin, cross to basket (25)

Plyometrics and Condition

Front Line Cone Jumps, two feet (2 minutes) Cone Ski Jumps, one foot (2 minutes; do one set for each foot) Jump Rope, two feet (5 minutes) Deep Jumps for Medicine Ball Slam Dunks (15 times) Bleacher Step-Ups , change of feet (2 minutes) lateral cone jump (2 minutes) deep jump to push-up (15 times left and right)

• Remember to walk to the foul line and commit a one-hit foul and a one- or two-hit foul after every 25 set. • Always request the ball by crouching and showing your hands. • After catching the ball, show your chicken wings and find the defense, then make your move.

Table 5.2 Summer Training for Perimeter Players Ball Handling Drills (10 Minutes)

Ball Slap Ball Clamp Waist Circles Double Leg Circles Single Leg Circles Full Body Circles Steps, Side Hold Football Walk Figure Eight Dribbling Left Knee Dribbling (Behind Back) Right Knee Dribbling (Behind Back) M-Dribbling Floor (Between Legs)

Moving movements (5 minutes)

Between Legs Behind Back Dribbling Back and Crossover Crossover Fake Cross Stop-and-Go Fake Cross to Cross • On each move, walk the full length of the court and come back. • Remember to make the play and then explode through the defender.

warm-up photos

Walk around the basket 5 feet (60) away. • Remember to have your legs bent and your hands ready before you catch.

Tiro not a local

Right Backline (50) Right End (50) Midfielder (50) Left End (50) Left Backline (50) • These are quick shots that should be executed at the speed of the game. • Step back after a set of 10 reps. • Double step on all punches.

Take it and go, skip it, stop it

Top of Bracket (20) Left Sideline (20) Right Sideline (20) • Cat and Go, alternating a hard dribble from the right and a hard dribble from the left. • Make sure you cover a lot of ground with each dribble.

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Moves onto the playing field

Key Shell (20) Left Wing (20) Right Wing (20) • Use one of your moves from the move for a shot. • You must make sure you get past your defender by pushing the ball in front of you after the move.

Pan left and right

Catch, right spin, throw (25) Catch, left spin, throw (25) Catch, right spin, cross to basket (25) Catch, left spin, cross to basket (25) Catch, right spin, foot, hit with strong side to basket (25) Catch, left foot spin, strong side shot to basket (25)

Shooting from the screens

Eliminate defender, jump to wing, shoot (25) Eliminate defender, exit screen (25) Eliminate defender, disappear into corner (25)

Worldwide

Three-point shots (two sets of 30)

Plyometrics and Condition

Line of Scrimmage Cone Jump, Two Feet (2 minutes) Cone Ski Jump, Two Feet (2 minutes; do one set for each foot) Jump Rope, Two Feet (5 minutes) Deep Jumps to Medicine Ball Slam Dunks (15 times) Bleacher Step-Ups, alternating feet (2 minutes) Stationary hoop touches (2 minutes) Side cone jumps (2 minutes) Deep jump to layup (15 times left and right)

• Hit a one-shot and one-shot or two-shot foul between each game (create a situation resembling play pressure). • All shots must be fired in rapid fire (game speed).

As a trainer, don't think that you have to be an expert in all aspects of strength training. Your school may have a strength coach, but if it doesn't, don't be afraid to seek advice from others to help your athletes.

Thoughts for the Day Don't discipline yourself or others. – John Wood

66 Training basketball successfully

Summer Play Players now play all the time. In fact, O'Connell High School players play over 100 games a year. That's an incredible amount of games! They play 30-35 games with their varsity team and 75+ games with their Amateur Athletic Union (AAU) teams. Coaches need to work with AAU programs and coordinate team plans with them. This is a great example for players how to communicate and work with multiple coaches. We coordinate our summer league and team camp schedules with AAU coaches. As a coach, you have to realize that if a player has the opportunity to go to a major tournament with 100 college coaches in attendance, he shouldn't pass up the opportunity. Having one of your key players absent from an event like this also provides an opportunity for other players to take the lead in a summer game or two. Summer isn't just about games, though. We also want our players to work on their skills over the summer. We tell them to balance playing games with working on their skills. In addition, we give each of our players a notebook with a personalized summer training session. This notebook provides a place to record the number of shots the player makes and takes along with a strength training plan, ball handling routine, and goals for each week. In addition, the notebook contains motivational messages and reflections on nutrition. Players carry these notebooks with them throughout the summer to record their progress. We've also created a shot chart where we track the number of shots each player attempts and makes during the off-season. These are not shots in a game, just practice shots. The shooting board encourages two things: competitiveness (trying to win the shooting board) and improving shooting skills. This off-season work allows players to develop two skills that college coaches are looking for. When evaluating a player, college coaches often ask what kind of kid and what kind of student he is. Then they will ask, "How well does he shoot?" and "How good

does he deal with it? Players can answer these questions with the skill work they put in during the off-season. In addition to improving skills through individual off-season training, players should also be involved in summer camps. Summer basketball camps have grown to the point where they are essential in modern times. When Joe Gallagher and I started basketball day camp in 1960, we had no idea camps would become so popular. In the last 25 years, in particular, most high school players and coaches have attended or worked at camp—or both. When Duke Assistant Coach Steve Wojciechowski came to my camp in 2002 to talk about Duke's individual defense, he mentioned that he attended my camp when he was 12! Camps have grown for a reason: they can be great environments to help players develop skills and learn the game. Younger players have a valuable opportunity to learn basketball fundamentals that are just as important no matter how far up the competitive ladder they climb. Going to overnight camps and spending time away from home also gains a bit of maturity while also meeting players and coaches from across the country and country and exposing yourself to good competition. There are several factors to consider when recommending player camps. The first is whether you would like them to go to a team camp or an individual camp. If the main goal is for the team to improve as a unit, consider a team camp where you have good competition against other teams for three or four days. Players and coaches also spend time together and learn more from each other. In general, however, we prefer camps that allow players to focus on their own individual skills. Players should never lose the team spirit, but as mentioned, the off-season is a good time for them to work a little harder on their own games. Once the training begins, you have ample opportunity to focus on the team aspect.

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Better Every Day Ahmad Smith was a great player at O'Connell and now plays pro ball in the German Oberliga. When he joined O'Connell as a sophomore, few would have guessed that he would one day play basketball for money, but he was incredibly determined to improve his skills. Because of this, Ahmad went from an obscure and unremarkable sophomore to a player who took free throws in big games, becoming a first-team All-Metro in the Washington, D.C. area as a senior. appointed. From there he went to São Boaventura and unfortunately he was there during a scandal that led to the resignation of the rector of the university. Most players left but not Ahmad. He stayed and led the Bonnies in goals, rebounds and assists as a senior. The fact that he persevered when everyone else gave up speaks volumes about his level of dedication and perseverance. And it wasn't made there. Starting out in a small professional league in Ireland, he then moved on to a Division III professional league in Spain, a Division II league in Germany and now the Division I league. Ahmad's story is a testament to what can happen when a player changes committed to developing his skills to the highest possible level. This kind of improvement doesn't happen in games. It's the result of many hours of focused individual training during the offseason.

When choosing a single camp, make sure it emphasizes the essentials. A good Tutoring Camp allows players to work on core techniques they don't yet master and hone skills they do. Ideally, a player will leave camp with a good understanding of their strengths and weaknesses and what they need to work on to improve on those weaknesses. The best way to find good teaching areas in your area is through word of mouth. Talk to other coaches and players about camps they've attended. You can also get a good idea of the quality of a camp by how difficult it is to get into.

For aspiring juniors and seniors, camps not only offer great competition, but also exposure to college coaches. If you have a particularly promising player, you should recommend one of the star camps where other potential college players are staying. A word of caution: With recruiting rules constantly changing, there is no guarantee your players will get the kind of exposure to college coaches they desire. In addition to advising players to attend camps that emphasize the basics and give them an insight into interesting colleges, direct them to camps that offer a healthy dose of fun. One-on-one competitions and 3-on-3 and 5-on-5 matches appeal to most players' competitive side. In short, support camps that foster an environment that further increases player love for the game. Coaches should also take advantage of any opportunities they have to work on a good basketball court. We always say to the coaches who work with us at camp, "Call yourself a teacher." But if you don't want to jump that far right away, see if you can join in as an observer. The more you can watch another trainer teach, the more you can grow as a teacher. Many trainers come to our camp and spend the week just watching. They often return the following year to work at the camp. I've also had parents who plan to train their children's staff for a week's work or scouting. High school coaches should work in camps whenever possible. Camps are great opportunities to further your professional development and growth. Many coaches have written to tell me how much they've learned about basketball at our camp by watching the fundamentals being taught, exchanging ideas with other coaches, and participating in our popular daily coaching roundtable. At these roundtables, we exchange ideas and talk about issues basketball coaches face, and we delve into the Xs and Os. Camps are also great places to network. Many high school coaches made connections that led to college jobs.

68 Training basketball successfully

Running your own camp If you're interested in running your own basketball camp, you might want to work at other good camps first to see how it's done. This will give you an idea of what needs to be considered in order to run an efficient camp and how you can organize your daily routine. You should also talk to others who have run successful camps and benefit from their experience and knowledge. Once you've done that, begin a day camp. Day and night camps are great endeavors, but day camps pose less of a logistical challenge. Here is a list of factors to consider before attempting your own camp: • Facilities • Staff • Insurance • Transportation • Meals or snacks • Equipment • Age range • Camper team assignment • Time for games versus classes • Instructional approach (e.g. or on-court lectures, education and training stations, etc.) • Number of hours and daily schedule • Guest speakers • Trainers and medical supplies • Security, including a camp bench for campers' valuables • emergency procedures • booklet and application, including medical and parental consent forms • advertising and promotions • registration fees • registration process

• Administrative tasks (eg payroll, bookkeeping, application processing, etc.) • Housing and room allocation (overnight camps only) • Camp t-shirts and trophies This is only a partial list, but these are important things to remember should be considered before opening their doors for business. I've been doing camps for a long time and they're fun and can be rewarding. However, just like everything else, they run much more smoothly if you plan accordingly.

Team Managers Maturity and responsible managers can be invaluable to a coach. They can be given a lot of responsibility and are well respected by all team members. By relieving trainers of onerous tasks, managers allow us to devote more time to training. We have four managers for our college basketball team: one keeps the scorebook and calls the local media; another keeps statistics; the third, our student coach, helps with balls and jackets on the bench; and the fourth manager films all of our games and the occasional practice or workout that I choose to record. For home games we added a fifth coach who supports the away team in every possible way. When we travel to a tournament at the end of the year we try to take that fifth coach with us. These are the most glamorous roles for a basketball manager. But these tasks can also be assigned to good managers: • • • • •

Distribute all basketball equipment. Prepare the gym for training. Clean and seal everything after training

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When choosing managers, try to pick students from different classes and guide them through the system to maintain continuity, just like you would your players. Any interested student can apply for a managerial position. Most will try to go freshman and prove themselves with the freshman team, go to junior varsity and, if they qualify, eventually make it through varsity. Some extraordinarily talented freshmen started out on the varsity team. But I've had fewer freshman managers than freshman players at the varsity level. A young man, Jeff Hathaway, came to me as a freshman and told me he wanted to be the manager of our basketball team. I told him the normal procedure was to start as a freshman manager and then maybe work your way up to the varsity team. He asked me if he could still try for college like any other freshman could, so I said yes. Jeff became our varsity manager and coach for four years and has since gone on to bigger and better things; most recently he was the 2012 NCAA Tournament Selection Committee Chair. Candidate coaches try as hard as players do, and I look for the same qualities in a coach as I do in a player. We assess a candidate's skills by giving them tasks and then seeing how they handle them. If I have to take the candidate by the hand and remind them of certain things every day, they probably won't get the job. On the other hand, if I assign a task to a potential leader and it gets completed after the first mention, I know I've found a good one. Mike Cresson was varsity manager for us at O'Connell for four years. He was invaluable in everything he did - sort of an assistant coach! Mike is a graduate of Virginia Tech, became a professor of history at O'Connell, and was recently appointed the school's director of admissions. He should have a bright future given his motivation and suitability to be a leader in our program.

Gear Never underestimate the importance of good gear. From an economic point of view, it makes sense to write everything out. Your athletic director and school board will appreciate you looking for the most affordable arrangement. However, keep in mind that the lowest price is not always the best buy. Compare quality and costs and make the right decision. The general appearance of a team can be helpful in instilling confidence in the players. They are supposed to look like basketball players. And when they look good, they feel good too. And when they feel good, they will play better. To keep spending on attractive uniforms under control, we try to stagger our purchases so that we never buy varsity and freshman uniforms in the same year. We also try to shave four years off a set of uniforms before passing them on to junior varsity. Our players are responsible for their own clothing, including shoes and socks. I recommend the team to go for a specific high-top sneaker so that all players are dressed the same, which further enhances the team's look. Make sure your team is wearing the highest quality shoes that are lightweight, durable and offer excellent ankle support. Of course, you should include basketball purchases in your kit for the upcoming season. Each year our league votes for a basketball to be used in league play. In recent years, The Rock has been the winner. Use the same basketball in practice that you will use in games to get players used to it. To change a boilerplate, familiarity breeds trust. The school itself sets up the facilities for the season: the gym and the baskets. However, there are small things that you should not overlook, such as: B. Good nets in the baskets and proper padding on the backboard (which is a rule of thumb in most leagues). The more comfortable the place to practice, the better the practice.

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Change for change's sake When I came to O'Connell, I wanted to show everyone that change was coming. We start with the gym. The gym floor was repainted and sealed, new glass walls were installed on the sides, a new sound system was installed and finally we raised money to get a control table and team chairs for the two benches. I think that signaled to the players that we were going to be a different show. If you want students to look, act, and think like gamers, they need to practice like gamers. A good practice facility helps distinguish real players from their peers on playgrounds and recreation centers. Not every school will have a state-of-the-art gymnasium. But if you're a good salesman and a good planner, you can make the best of any situation. Understandably, everyone wants to have the perfect install, no matter how impossible that may be. One of the buzzwords in coaching today is “innovation” and you can. Tough Court Cases The first team I met at St. All we had was a paved outside court and a good friend of mine, Johnny Ryall, invested the money to buy two outside baskets. When the weather was bad, we simply cleared the snow from the pitch. (By the way, I hadn't learned much about basketball back then, and I didn't plan my drills effectively. We spent a third of our drills throwing layups, but this team definitely shot better than everyone else.) When I moved to . after St. John's College High School as a junior varsity coach, I had to wait until 6:00 every night to practice. However, the ambitious freshman team braved the cold and snow and trained on open courts.

Be innovative with your installations. But whatever kind of opportunities you have, be positive - don't belittle it; play it

Tactical Plan Head coaches and their assistants need to be on the same page about all aspects of the school program, and this requires planning. Our technical team holds four meetings in October where we create our master plan for the entire season (Appendix A shows sample agendas from our meetings). This plan contains all the tactics we plan to teach and use during the year: • • • • • • • • • • •

Man-to-Man Attack Zone Attack Pressure Attack Man-to-Man Defense (including Pressure) Zone Defense (including Traps) Free Kick Lineups Jump Ball Lineups Playing AWOL Fast Counterattack Scenarios Our “Time and Score” Codes Practice Procedures in Special Situations pre-game, half-time and post-game timeout procedures

Once your team has developed an initial master plan for practice (see example in Figure 5.1), you will find that it changes little from year to year. Of course, adjustments need to be made when rule changes are introduced, such as with three-point shooting or the shot clock. And certain aspects of your offense may vary slightly depending on the year's squad skills, but the general nature of a master plan allows it to remain fairly consistent over time. From this master plan we create a monthly, weekly and finally a daily plan. These planning sessions are often lengthy, however

Sample Attacking Drill Master Plan 1. Team a. vs. man to man b. vs zone c. vs. combination d. vs. pressure defense 1st team a. man to man b. zone c Combination D. Pressure 2. Single a. on the ball b. Off the ball c. Pivot or Post Area Conditioning 1. Physiological 2. Psychological Foundations 1. 2. 3. 4.

Footwork Pass Kick Dribbling

Rebound 1. Offense 2. Defensive Conversions 1. Offense to Defensive 2. Defensive to Offense

Jump Ball Situations 1. Offensive Circle 2. Midcourt 3. Defensive Circle Offcourt Situations 1. Defensive End 2. Sideline 3. Offensive End Timing and Goal Situations 1. Delaying the Game to Protect Advantage 2. Special Blitz Offense at Loss of 3 Special Plays Player and Team Rating 1. Our Team a. Graphics and statistics b. intelligence reports c. Movies 2. Opponents a. statistics b. intelligence reports c. Movies Rules Game organization 1. Prelude 2. Strategy a. game plan b. bench c. intervals d. Break 3. Postlude

Free throw situations 1. Offensive formation 2. Defensive formation (continued)

72 Training basketball successfully

Sample Master Practice Plan (continued)

Travel organization 1. Schedule 2. Players a. rules b. dress code c. Curfew 3. Staff 4. Guests 5. Transport 6. Accommodation 7. 7. Meals

Public relations 1st 2nd 3rd 4th 5th 6th

Faculty Students Parents Community News Media University Technicians

Figure 5.1 Sample Master Practice Plan.

are always rewarding, and I encourage you to take the time to plan. These meetings will help you set everything up when the season really starts, allow you to jump straight into the fun part of training when training begins, and help you avoid the unexpected. One of the favorite sayings of the US Secret Service, known for protecting presidents and other national and international dignitaries, is "Proper planning ahead prevents poor performance." And one of my favorites is "Failing to prepare prepares to fail." Success and rewards are no accident. They arise as a result of thorough, intelligent and effective planning.

Competition Schedule Another important part of preparing for a season is planning your team's games. High school schedules are largely determined by school board administrators. However, most schools are free to schedule games themselves outside of the conference. You need to have a say in who and when your team plays. If you work closely with

Your athletic director, he or she will try to accommodate your preferences. As DeMatha's associate athletic director, as well as the head basketball coach, I get to set my own schedule for the basketball team. But 99 percent of the time I agree with what my coaches want when planning their sports. I usually let the coaches create their own schedule outside of the league and then come to me for final approval. The goal of high school athletics is to compete against schools with similar athletic philosophies and operating conditions, including the size of the talent pool that the schools can draw from. For example, our league prohibits us from fielding five-year-old players, so we never schedule games against high schools that might have those players on their rosters. If your school only has 300 students to choose a basketball team from, don't make it a habit to play on teams that have 1,500 students to choose from. In short, schedule games against other schools that are in your school's competitive class. As you plan, remember that a program needs achievements to build on. So don't plan on having the toughest opponents for every game. To play

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Teams you can't win are not healthy competition and can hurt your players' chances of getting noticed by colleges. Instead, plan on playing a few games against teams that you have a reasonable chance of beating.

Thoughts for the Day The will to win is not as important as the will to prepare to win. –Bud Wilkinson Some coaches prefer to play against the toughest non-league opponents to strengthen their players and prepare them to compete in their league. I agree that competition is more important in the league and that playing better opponents can make a team better. However, if you only play against high-quality teams and suffer loss after loss before the league game, it can undermine players' confidence and slow them down in conference games. I've heard from successful college coaches that more coaches are fired for overtime than for any other reason. This seems to happen more often at smaller colleges, where a coach is trying to give a program some credit, but a loss is still a loss. No matter how good the opposition, a team's confidence will erode as losses pile up. This in turn leads to further defeats and ultimately to the dismissal of the coach. Beach Balling The Beach Ball Classic is considered the country's premier holiday tournament. The tournament's Executive Director, John Rhodes, and his committee run a first class event from A to Z. I knew John from my years as my father's assistant, so when I got O'Connell's job I called him up and asked if I could join. Luckily for us, a team had canceled and we were able to fill the position. This was a big step forward in our programming and another way to show positive changes for our players and our community.

When planning, make sure you strike a healthy balance between strong opponents who will improve your team and opponents you have a reasonable chance of winning against with confidence. As in all situations in life, the wisdom of St. Paul also applies here: "Everything in moderation".

Exploration Once your schedule is set, you want to know everything about your next opponents. And therefore you must determine how and when you will conduct the reconnaissance. Coaches have multiple approaches to scouting. Former UCLA coach John Wooden told me that he preferred to do very little reconnaissance because he found it made him afraid of his next opponent or made him feel overconfident. Instead, he wanted to spend most of his time preparing his team to do what they do best. But don't think for a minute that Coach Wooden didn't know what the other team was doing offensively and defensively, or what their strengths and weaknesses were. He has. I agree with Coach Wooden that you should spend a lot of time working on what your team does best. But you need to know your opponents' tendencies, strengths and weaknesses in games. Observation is crucial to preparing your team for a game as best as possible. To standardize and simplify the recognition process, I developed a form for observers (see Figure 5.2). Form includes everything from offensive and defensive formations to inside plays and free throw skills. The form also asks the scout for a personal comment on what he thinks we should do to win the game. Please note that these scouting reports are not made available to players on our teams. Coaches use the reports to determine what to focus on in practice leading up to an opponent. We want our players to always focus on what our team is doing, not what our opponents are doing.

Sample Scouting Report Form Observed Team: ______________

Opponent: ______________

Personal and trends (height and weight) 1. ______________

6. ______________

2. ______________

7 . ______________

3. ______________

8. ______________

4. ______________

9. ______________

5. ______________

10. _____________

First change backcourt: ______________

First sub, front row: ______________

Do you have a player to take on? _____________________________________ Who should we miss? _____________________________________________________________________ Offensive Pressure Set: ________________________________________________________________ Offensive Halffield: ___________________________________________ Offensive Halffield: ___________________________________________________ Delay Set: ___________________________________________________________________ Invaders Baseline: ___________________________________________________________________ Full Field Pressure Defense: _____________________________________________________________ Field Zone Halftrap: ___________________________________________________________________________ Man-to-Man Defensive Look: ___________________________________________________ Zone Defensive Look: ___________________________________________________________________ Defensive vs. t : _______________________________________ Useless defense (e.g. box-and-one): _______________________________________________________ Match oops with us

Opponent

1. ______________

2. ______________

3. ______________

4. ______________

5. ______________

how do they play ____________________________________________________________________ What do we need to do to win?__________________________________________________________ Figure 5.2 Sample Recognition Report Form. By M. Wootten and J. Wootten, 2013, Coaching Basketball Success, Third Edition (Champaign, IL: Human Kinetics).

Season planning 75

One overlooked aspect of preparing for the season is determining how to get your team to games. Players can organize their own transport to home games, but when traveling to away games it is much better to travel as a team. Supervision is easier when the team travels in a group. Additionally, greater camaraderie can develop between players during these journeys. As a coach, you ensure the right mood even before the trip and ensure that the time on the road is used efficiently and productively. One of the rules we have established regarding travel and team chemistry is a ban on electronics during team meals and travel. We want players to be able to chat and connect with each other. Look for ways to build team spirit when going to away games. For example, we frequently make short trips from Hyattsville, Maryland to play in the northern suburbs of Virginia, Washington, DC. If one of our players lives in the Northern Virginia area, they sometimes invite the whole team over for pre-game dinner. Or, if we have more than one player living there, they can take turns. I remember our team went undefeated in 1990-1991. Joe was a veteran on this team and he brought the entire team to our house before every game. That kind of closeness was one of the reasons we went unbeaten. Today, more high schools than ever before are also taking long car trips, especially during the Christmas holidays. Year-end tournaments have become very popular, with some high school teams traveling from coast to coast. My DeMatha team typically takes three trips a year. The first is before Christmas, the second at Christmas, and the third for a post-season tournament. If the trips are undertaken at the right time of year, the student-athletes miss little school time. We never allow basketball to precede education. Our moderator, Father Damian, who accompanies us on these trips, checks that the players are up to date with their schoolwork and provides tutoring if needed.

Catholic High School Cortesia de DeMatha

Drive with

The undefeated 1991 DeMatha club developed their chemistry close to home.

For journeys of less than five hours, I recommend taking a chartered bus. On shorter routes, the bus is faster than the plane due to the time it takes to get to and from the airport and wait for luggage. However, if the journey is longer than five hours, then flying makes more sense. Flying is expensive and the team may need to raise funds to make this trip. In some cases, tournaments cover some of the participating schools' transportation costs, so flying can be an affordable option. Three of these trips per year contribute to the overall educational experience of play in our program. A basketball trip can be a youngster's first flight or a trip out of the area. Players meet peers from other parts of the country and share many experiences they will never forget. Before we travel, I stress to the players that they represent themselves, their families and the school. I also tell them that I know their behavior will be exemplary,

76 Training basketball successfully

and I emphasize that they use common sense when it comes to your safety. We have no road bed rules or controls. The trainers are in the same lobby as the players and accompany them throughout the journey. We believe in good mentoring and players know that we expect them to represent our school, our program and each other with class. I also appoint a cruise captain from among our seniors. This player is responsible for the entire team on the trip. It's an opportunity to give a young adult extra responsibility, and it's also a reminder to players that it's their team, it's their journey, and it's their time to remember. Like everything else in your basketball program, your trips are only as successful as you carefully plan them.

College Scholarships As previously mentioned, a coach has equal responsibilities to players off and on the field. And one of the most important responsibilities of the high school coach is working with players who want to go to college. Almost every high school player dreams of playing college-level basketball. However, we all know that as the level of competition increases, the chances of reaching that level decrease. Recent numbers show that there are nearly 1 million high school basketball players but only 16,000 college-level players. That means only 1 in 50 high school players make it to college. The odds are against most high school players, but a coach's efforts can help a young athlete land an opportunity to play college ball. You can't get colleges to accept a player, but you can put information about your bosses in the hands of recruiters and provide them with all the follow-up information they need. Great players will have more than enough scholarship offers, and in that case your role as a coach is to help them narrow down the options. In general though, to help the average player you have to work hard and you can do that.

As a testament to the dividends that hard work can pay, more than 95 percent of DeMatha basketball players have been offered a basketball or college scholarship. With a few exceptions, these scholarships were accepted. (Most of the rejected offers were made by young people who wanted to go to Ivy League schools that award scholarships based solely on financial need.) Postage Paid During my freshman year at DeMatha, I wrote a letter that contained a miniature. Overview of this year's seniors, a schedule of all of our drills and games, and a schedule of all of our drills. I have sent this letter to over 400 colleges, encouraging each one to send a representative to see our players in action. I was brief and reserved in my descriptions of the players, not wanting to overstate their skills and lose face to faculty officials. The results of that first letter were almost immediate. In one of our first games this season, our point guard Johnny Herbert scored 38 points and had a great game. As we were leaving the pitch, a gentleman came up to me and said, "I'm Coach Byron Gilbreath from Georgia Tech and I like the way your team plays. I especially like the way their point guard played. I want him to go to Georgia Tech and I'm pretty sure Coach Hyder will offer him a scholarship. After Johnny showered, I introduced him to Coach Gilbreath. They talked for a while, his visit was arranged and Johnny became captain of the Georgia Tech team. Today he is a successful businessman in Georgia. I'm glad to know that the letter I wrote may have something to do with Johnny's success in athletics and in life. I often joke with my godson Steven Morgan Herbert, “Think about it, if I hadn't written that letter, you might not exist.” Now, when something good happens to the family, Steven simply says, “I know. I know. It's the letter.

Season planning 77

As soon as college representatives show up at your games or practices, you should treat them equally. Do not treat well-known coaches favorably. They are all college coaches with work to do and they should all be treated fairly. College recruiters know when they come to DeMatha that they have an equal opportunity to talk to a player like Mike Krzyzewski, Gary Williams or Tom Izzo. The word is that every college has an equal opportunity as a DeMatha player, and that's the word you need to make sure your program gets exposure. Why? Because the coach who recruits his star player might end up offering his sixth player a scholarship. What College Coaches Look For If you're lucky enough to have players good enough to attract college interest, there will come a day when you have to play in front of college coaches. That's a lot of pressure. Every player wants to look good in this situation and the resulting nervousness sometimes makes players shy for fear of making a mistake. With that in mind, I take the time to go through with players a list of factors college coaches consider when evaluating a player: 1. Body language. What is a player's body language like after making a mistake? How does he react to the constructive criticism of his coach? When does a substitute come into play to take his place? After a foul was called against him that he disagrees with? 2. Decision Making. Can the player make the right decisions to end a game, or is he so focused on being spectacular that he ends up hurting his team? 3. Ability to play within a system. Can the player stick to the game plan and make everyone around them better players, or is they a one-on-one genius who doesn't help their teammates at all? 4. Relationship with teammates. The player is a pout when things don't go well

We will? Does he interact well with his teammates? 5. Conduct on the pitch. Does the player play with class? A graceful player does not provoke an opponent after making a good move. A graceful player shows good behavior towards others and respect for the game. 6. Skill Level. How well does the player shoot the ball, how well does he handle the ball and how well does he pass the ball? 7. Competitiveness. Is the player a competitor? With players playing so many games now, some players don't care if they win or lose; it doesn't always matter to them because they know they'll play again later that day. 8. Love of the game. Does the athlete play because they love the game, or do they play because they love what the game can give them? 9. Behavior. Potential recruits need to know that their behavior matters at every game and that they will always be scrutinized, even indirectly. A college recruiter will not only talk to the player and his coach; He will also speak to opposing coaches. Emphasize to your players that even the impression they make on opposing coaches can affect their future. 10. Contribution to Winning. Is the player willing to do the little things that help his team win? Is he willing to sacrifice himself for the good of the team? Does he make the winning move no matter what the move is? For heavily recruited players, we've found that it's best to have specific rules that college recruiters must abide by. These rules were not designed to annoy recruiters, but to try to control the distractions and pressures that are often placed on an 18-year-old still in high school. Here are our hiring rules:

78 Training basketball successfully

• All contacts must be made through the coach's office and we will facilitate immediate communication with the young person's parents. • Every recruiter who comes to the school has the opportunity to meet and talk to any player they are interested in. • If the recruiter is interested in the young person and the young person would like a representative from the school to visit their home, this will be arranged at the discretion of both parties. • If the recruiter wants the youth to visit the school campus and the youth requests it, we will arrange the visit through the coach's office and the youth's parents. Unofficial campus visits are also welcome. • Tours are permitted in the fall until basketball practice begins and may resume after the season. Visits during the season are only allowed when there is a legitimate break when the team is not training. All coaches should endeavor to help their players with college placement, especially when a program is just beginning or when the coach is new to an existing program. Even if neither player will play in college, the effort is not in vain. Players will appreciate that you work hard to make them aware of colleges. Don't limit yourself to just Division I schools. There are many Division II and III schools whose coaches would like to have a good, hard-working student-athlete. You might even help players from other teams. Many players from other schools called me to help them get into college and said their own coaches wouldn't write a letter or lift a finger for them. It always makes me sad and I do what I can. I encourage you to do the same. While I can offer advice and guidance, it is my policy to allow players to do so

Your own college choices. I'm not telling our players who to marry and I'm not telling them where to go to college - they should be in charge of their own lives. If you tell a player where to go to college and things aren't going so well, the player could blame you. But when he makes his own decision, he's the one who has to make it work.

Summary The following are among the many important plans you need to make before the season begins: • Make sure you have complete medical and insurance records for each athlete competing for your team. • Develop a relationship with a local doctor and sports medicine team who can treat and rehabilitate injuries. • Have qualified student coaches on hand for all drills and games so that injuries can be treated immediately. • Structure in-season training to ensure physical fitness and provide off-season training plans for your players. Getting in top physical shape is a year-round process! • Introduce a weight training program that benefits muscle groups used specifically in basketball and that emphasizes strength development over muscle definition and size. • Get players to focus on individual skills, not just games, during the off-season. • Make sure you, your players, and your assistant coaches try to attend or work at basketball summer camp. Look for camps that do a good job of teaching the basics.

Season planning 79

• Select responsible and experienced learning managers who will relieve you of some of the necessary non-coaching tasks. • Offer all your gear purchases so you get the most bang for your buck. • Work with your assistants to develop a master plan that includes all of the basketball strategies you want to use in the coming season. • Plan games against teams in your competitive class that you have a reasonable chance of defeating.

• Observe as many of your opponents as possible and use some form of evaluation tool to make your analysis more organized, if not more objective. • Try organizing a small number of longer trips to broaden players' horizons and create cohesion among team members. • Work with seniors who want to go to college by actively seeking college recruiters and helping entrepreneurs narrow down their college options, but don't make decisions for them.

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Chapter

practice planning

Before our training sessions begin, I break our master plan for the season into five monthly training plans. I also go through our monthly plan for November and create a daily exercise plan detailing what we want to cover in each of the sessions. The Monthly Plan is then a chart of the practice days available in November and what we will be working on in those pre-opening practices (see Appendix B). This monthly plan should not be set in stone. Conditions are constantly changing and you should have the flexibility to alter the plan to best suit the circumstances of any given day or week. After each exercise, I meet with my assistants and discuss what we need to work on and why. At these meetings we finalized the plan for the next exercise. An example of an exercise plan that we can develop is shown in Table 6.1. Avoid burning out your team by practicing too much. Go safe. It's better to practice a little than to practice too much. Two workouts a day is too strenuous for most players at any time of the year. Two days a day often leads to mental and physical problems

Fatigue - as well as injury - rather than improved fitness and performance. You can avoid overtraining by planning longer training sessions earlier in the year when players need extra work and can handle it better. Before team selection, our training sessions last between 2 and 2.5 hours. After that, I limit most of our practices to 2 hours. However, on the eve of a game we train for no more than 90 minutes and do no heavy physical work. This helps keep players fresh and ready for the next day's game. In January we are mainly working on fine-tuning various elements of the game in order to reduce the training time by another 10 minutes. In February, the workout is usually shortened by another 5 minutes or so, so the average workout time is around 1 hour and 45 minutes. A coach must also give players at least one day off training per week. Sometimes I even give the players two days off. Players need this time to rest their bodies and minds and they will be fresher and more effective all season if you allow these breaks.

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Table 6.1 Example of an offensive drill plan

defense

Others

Man's Half-Court Offense Half-Court Offense vs. Zone Trap Timing Throw

1 vs. 1 to 2 vs. 2 Attack-Defense vs. Assistant Half Court Defense (22-difficulty individual defense against dribblers)

Big 3 warm-up: 5 two-shot fouls Quick counter drills 3v2, 2v1 Reconnaissance drill Seasons: Offensive work Fouls + Sprints +70%

time (minutes)

pierce

emphasis

heating

1 in 1 bis 2 in 2

move your feet

Attack-Defense vs. Mage

see the whole floor

Individual defense x dribblers

hold down

Half Court Offense vs. Zone Falle

ball movement

(Video) Calling Bullshit: The Art of Skepticism in a Data-Driven World | Jevin West

Seasons: offensive work

Scope: Flat cuts

Half Field Defense (22-Tough)

Post: shot

fifteen

Big 3: 5 Zwei-Schuss-Fouls Quick Counter Drills 3 on 2, 2 on 1 Recon Drill

Maximum speed

Offense of the semi-judicial man

Patience: get a good photo

point in time number

2 down with 30 seconds to go

target practice

game speed

Mistakes (5 one-on-ones) + sprints

reward winner

Comments 1. One more practice before next game 2. Academic Receipts by Friday 3. Stay tuned

Driving exercises On average, our exercises last about 2 hours, with the time divided into sections of different lengths. Each segment is reserved for a specific purpose. I learned a long time ago to stick strictly to this schedule, even when I was tempted to stick with one drill until the players got it right. Without exception, we spent 20 minutes practicing instead

the 5 minutes I had allotted for it. What I found was that the longer I stuck with a particular exercise, the worse I did. If a certain exercise segment is going badly, I now break it off after the allotted time anyway. Then I call the team and I say, “Guys, in the last 10 minutes we really screwed up with no chance to improve. We didn't do well. But now we have to move on to the next thing and we have to work hard.

Exercise planning 83

and work smart, because we don't want to cheat ourselves out of more valuable practice minutes. Players often increase the intensity for the next exercise, and this higher intensity often carries over to the rest of the workout. At DeMatha, practice officially begins every afternoon at 3:30 am, or about 30 minutes after the end of the school day. However, the players are already working in special groups on the field a few minutes before the official start time. From the moment classes end, players have half an hour to put away their books, change clothes, wrap ankles if necessary, and prepare for practice by stretching themselves. We don't stretch as a team because our larger players use one set of stretches and our smaller players use a different set. Additionally, players with minor injuries may wish to use this time for other types of stretching or rehabilitation exercises. Our players are encouraged to finish all prep work by 3:25 when the big men train individually with their coach while the perimeter players work on their individual skills and movements. Keeping to Schedule At O'Connell, we are in a different situation than my father because we are a co-ed school. We expect players to be at the gym 10 minutes after class ends. Classes end at 2:50 p.m., so players must be in the gym by 3:00 p.m. Players can see a teacher between these times if needed, but we ask that they bring a note from the teacher. This allows players to get the academic help they need, but it also lets them know that this is not the time to socialize. When the players come in, we try to have 20 minutes of pre-workout. This allows us to work with players individually or spend time recording as a group or individually. We whistle at 3:20 a.m. and start training with 20 minutes of shooting. We usually practice from 3:20 to 5:20. Our women's team follows with us with a 5:20 practice session so we need to make sure we stick to the schedule.

The kick-off sounds at 3:30 sharp and the players run to me. I'm particularly keen on players following my path because I believe how you start something has a direct impact on how well you finish it. Players who are late and too close to start training lack the enthusiasm needed to make training as productive as possible. By getting in from the start, players create the right mindset to achieve what they want. If the players don't rush to you at the beginning of practice, I would suggest the following. Once the team has gathered around you, tell them, "You should all rush here, and I see most of you just walking by. You're obviously not warmed up yet. Let's see if we can heat it up a bit. At this point, line up your team and have them pace up and down a few times to relax. Then have them run 25-30 sprints the length of the gym. After they catch the wind and run a little, whistle again and see if they don't run into you this time - and in all likelihood for the rest of the season. I did it once early in my career and the players quickly got the message. In years to come, word got around before practice started and players didn't need reminders. When you emphasize the importance of pushing early in training, your players will do just that. As I said, it's not about what you train, it's about what you emphasize.

Thoughts for the day Good, better, better. Never let it rest until the good is better, better than the best. –Tim Duncan Another way to highlight hard work in training is to ask my players, “How would you feel if a college scout came to your training today?” This has practical implications that go beyond the motivation of the players players go out. It can also affect your chances of playing in college. Coaches move more now than they used to and players need to impress everyone

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Coach watching whether the coach is watching that particular player or not. For example, if a Division III coach comes to see one of your players, your Division I prospect must be excited too, for several reasons. First, this Division III coach could be promoted to Division I before you know it, or he could be an Olympic coach. Second, coaches talk to other coaches. Make sure your players know this. The same Division III coach could be approached by a Division I coach who said: “I didn't make it to this practice but how was it like this and that? We are interested in. You don't want the Division III coach to say, "He really insisted." Emphasize to your players that they have to practice a lot all the time, not just because it makes them and the team better, but because they do never know who's watching. It's your job as a coach to prepare them for these situations. After the players have run up to me, I briefly set the tone for training. For example, I could say, “Guys, we have five practices left before our first game. We must be willing to make today one of our best days, mentally and physically. Let's do well! Before we take the floor, I like to give the players what I call a "thought for the day." (Many of these thoughts appear throughout the book.) Every day I choose a phrase with a different meaning; for example: “We are many, but are we many?” (João Madeira). This particular mindset helps players reflect on whether we're developing as well as we should as a team. Then, at the end of each exercise, we go into a classroom to talk about the exercise and the future. We always end this session by discussing the thought of the day. This has become a cherished tradition at DeMatha, and the boys seem to enjoy their renditions immensely. These can range from the very serious to the very funny. I remember once asking a player what he thought about the thought "It wasn't raining when Noah built the ark" (Howard Ruff).

He said: "I don't know. Are you carrying an umbrella?" The whole team laughed and we were able to have a good discussion on the importance of good preparation. These thoughts are also good throughout the season if they help reinforce a point Another thought I use, For example, "The little things make the big things happen" (John Wooden) This can be used when your team is getting sloppy and not doing the little things well When nobody moves After the ball on an inbounds game was hit I can pause practice for a second and refocus the players by reminding them of that thought and our subsequent discussion I found the thought of the day to be one of the most positive things we do Team cohesion and great chemistry between ours to develop players. Perhaps more importantly, these thoughts can help players develop a philosophy of life ln. On this day for the players, we begin our first drill, which is a full-court passing drill, with the players lining up at the diagonal ends of the court, making multiple passes and throwing to their teammates, those from the other end of the floor come . This exercise helps players loosen up even more, promotes good conditioning and helps improve their ball handling skills. The fact that we start our training with this exercise underscores the importance we place on good passing and catching. A typical DeMatha practice looks something like this: 1. Full-court pass drill 2. Full-court layup drill 3. 10 consecutive free kicks (if the player makes 9 or 10, they get an allowance. If they make 7 or 8, nothing happens. If he rolls less than 7, he takes a double separator. The way to 5v5

Exercise planning 85

6. Work on Individual Stations (We have three baskets in operation, each representing a station where a different skill is taught and developed. The skills taught change from exercise to exercise. Players rotate every 3 minutes and require 9 Minutes for the whole o 7. Team defense drills 8. Fast counter drills 9. Second set of 10 free kicks (Each player shoots 5 free kicks on two shots while rotating from basket to basket. Distance and separation rules used apply in segment 3.) 10. Offensive Team Practice (Includes any instruction that needs to be conducted and half-court games.) 11. Time and Points Repertoire (We try to schedule 5 minutes at the end of practice to work on special situations. In In each training session we worked on a different situation - B. two points down, 30 seconds to play.) 12. Third series of free kicks (each player shoots in turn 5 situations. Permis 13. 20 condition sprints 14. Balance the allowance protocol and separate everything A typical practice at O'Connell might include the following sections: 1. Pre-workout (Pitch, 2-on-2 Break, Big Man and Guard Work) 2. Stretching 3. Thought for the Day 4. Warm-up exercise 5 10 direct free throws 6. 1 on 1, 2 on 2, 3 on 3 and 5 on 5 7. Bowl exercise 8. Half field defense (rotation) 9. Big 3: 5 fouls by two shots 10. Post perimeter , 2 on 2, 3 on 3 11. Teach the whole man to attack

12. 10-point games 13. Time scoring 14. Fouls and 20v2

Maximize workouts The main purpose of the master plan is to organize your workouts from the most general seasonal plan to the most specific daily training plan. This organization and planning is critical to making your training as effective as possible and provides the roadmap to guide your team toward their goal of fulfilling their potential throughout the season. The master plan allows you to combine time management skills with hardcore basketball coaching and instruction. As mentioned earlier, when planning your training schedules, you should make sure players never spend too much time on any one exercise. Spending too much time on one thing can lead to laziness and boredom, which in turn can lead to the development of bad habits - exactly what you don't want in practice. However, too little time for a particular exercise may not promote maximum skill development. The more experience you gain, the better you will be able to determine how much time you should devote to a particular exercise. Anyway, keep your exercises moving! Your players will become sharper physically and mentally if you do this.

Thoughts for the day We are what we keep doing. So excellence is not an act, but a habit. –Aristotle When organizing your exercises, remember to allow and even encourage fun. Never lose sight of the fact that basketball is a game and games are meant to be fun. Players play for you because they love the game, so as a coach you should encourage that, especially in training. The fun of the game comes naturally, but you can control the fun of training.

86 Training basketball successfully

A practice cannot be truly effective if it is not fun. The basketball season is long, and when players stop enjoying training, their enthusiasm and commitment dips accordingly. This lack of mental and physical acuity can spread like a cancer, which is why some teams may be better in the first half of the season than the last. So that your exercises are fun all year round. The system of permissions and delimiters is a way to keep our practices at DeMatha fun. This system helps ensure that training is competitive and that all athletes have fun competing. Some of our biggest laughs come at the end of practice when players with extra permissions and players with dual tabs try to negotiate deals with each other. Inevitably, at some point during the season, your team won't play hard enough, won't compete the way you want, or won't play with the physique needed to be successful. A little trick I use to get my team out of the doldrums I call "Intensity" and it's been a huge help to us over the years. Intensity is very simple. I put my top 10 players on the floor, threw the ball in the air and let them play for five minutes (time on the clock). The players just play and the coaches don't give fouls. If a team isn't rushing, say don't go back on defense, let's whistle and get that team to make a breaker. So we give the ball to the other team and keep playing. Not only is this a great way to get those competitive juices flowing again, it also helps with fitness. Players will soon learn that they will not call fouls, which is the main reason the intensity is increasing. Let me be clear that I don't allow players to get overly physical until someone gets hurt, but generally I let them do that. I'm also telling players that if the intensity isn't working, we might have to go for something I call Dawn Duel. I never needed. Another effective way to keep the exercises alive is to do three or four exercises

achieving the same goal or developing the same skills, then rotate these exercises to keep them fresh. Also, try using the clock, a scoring system, or a double divider to stimulate motivation and competition. At O'Connell, we do many of our exercises against the clock; For example, in one of our drills, players need to score 120 points in 3 minutes. If they can't, they may need to repeat the exercise or walk a bit. We also use a points system in all of our live promotions. For example, a rebound is 1 point, an assist is 1 point, an attack is 2 points (for defense), a dive is 2 points, a deflection is 1 point, a turnover is minus 1 point, a bad shot is minus 1 point, and don't run to change sides is minus 1 point. The team with the highest total after a quarter gets a drink, while the team with the fewest points must draw lines based on the difference between their total and the other team's total. We also played a controlled scrimmage game called the 10 Point Game in a best of three series. The winning team gets a drink and the losing team gets a double breakup. The great thing about the scoring system is that you can award points for areas that you, as a coach, want to highlight. Finally, we have an award for the "Setting of the Day" so we can reward the player who performs the details we want to highlight. All of these ideas help emphasize the competitive nature of players in practice. In addition to fun and intensity, the lived culture is very important. Here's some good advice for trainers: "Set the tone and the content will follow." When you set a tone or a culture early on, great things can happen. At O'Connell, we expect players to be on time, work hard, excel at school and on the pitch, be in great physical condition and grow every day. When you create a culture, the expectation of greatness soon comes from the players themselves. They expect great things to happen, they hope to improve, and they take pride in what they do and in the school that builds them represent.

Exercise planning 87

Making workouts effective and fun Here are some tips for making workouts effective and fun: • Take the time to prepare and organize your workouts in advance. At the beginning of each exercise, know exactly what you want to do. • Keep your workout and different segments short and sweet. Players' ability to focus on a topic decreases the more time you spend on it. • Stay upbeat and positive by giving more praise than criticism. For constructive criticism, use the sandwich technique described in Chapter 2. • Have fun and use opportunities for humor. If the players see that you're having fun training, chances are they're having fun too. • Get everyone involved. When playing 5v5, assign the remaining players to either team and let them reap the rewards or suffer the consequences of their teammates' performance. This gives those who are not physically involved a stake in what is happening and keeps them mentally and emotionally involved in the exercise. To reiterate, my main goal for the team is to get them to play hard, play smart, play together and have fun. This applies to both training and games. And the best way to make sure your team plays like this is to prepare and have a well-organized training session.

Writing notes for yourself can help you focus on maintaining the right culture. For example, you could write a reminder to talk to a player about their grades in a class, or you could write a reminder that a player owes you extra hill runs because a teacher told you the player was disrupting class. You could also write a note reminding yourself that you would like the team to spend 10 minutes talking about what it means to be a man in their next exercise. A trainer has many tasks to juggle, and these little notes can help you stay focused on your day-to-day culture and don't miss a thing. This way you can also be a role model for the kids by taking care of the details the way you want the players to take care of the details. Great culture leads to great practices.

Summary Exercise is only as good as your preparation for it. Keep the ideas in this chapter in mind as you plan and conduct practice sessions. • Plan workouts with the master plan and a long-term perspective in mind, not just how hard you can push players to the point of exhaustion. • Plan every minute of your practice and stick to the plan. • Create a culture of winning training at the beginning of each season. • Get your players running to you to practice with enthusiasm. • Make training fun.

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Part III

training offences

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Chapter

Teaching offensive positions and sets

Basketball is unique among sports in that there are fewer specialists or one-dimensional athletes in the game. Every player must be a total player. Football has field goal kickers, baseball has designated batsmen, and football and hockey have goalies. But basketball players, while excelling in certain areas of the game (such as three-point shooting, rebounding, or defense), must possess a wide range of skills. Several skills are essential to play the game effectively. Every basketball player must be able to: • Pass and receive the basketball • Shift from offense to defense and defense to offense • Hit offense and defense relative to position (for example, a point guard may not rebound as much like a pole), • play well on defense, and • work well with the other four players. But a coach shouldn't expect every player to be equally good in all these areas. Therefore, you must help players develop and strengthen their skills, and then combine those traits into the best possible team.

Structure. First you need to identify the required skills. Next you need to position the players where they will be most effective.

Traditional Positional Skills Basketball players need a variety of skills, but each player has specific strengths that need to be cultivated and developed. In addition to universal abilities, all five offensive player positions require slightly different secondary abilities and attributes. The following is a very simplified description of these five offensive points: 1. Point Guard 2. Point Guard 3. Center Forward 4. Center Forward 5. Center Guard Most systems designate a player to command the attack. This player is often referred to as the point guard or "1 player" and is often the best ball handler on the team. He must be able to lead a quick break that develops from any situation, be it a

Cortesia de Bishop O'Connell High School / Tommy Orndorff

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A coach's and point guard's thinking must be in sync.

An opponent's steal, rebound, or field goal. If the counterattack is not available, he has to bring the ball to the ground against the pressure defense and build up the half-field attack. The point guard doesn't have to be a great scorer, but they should be able to shoot well enough to push out defenses and cover them on the edge rather than falling in the middle. The point guard must also be an excellent passer. His ability to hit the open player is very important, as is his ability to anticipate how a game might develop and make the pass that sets up the assist pass. He must have the intelligence to go to the player with a hot hand, but also the ability to get everyone involved in the attack. The point guard must have the ability to penetrate, pull in defense, and finish the game. The end of the game means he has to make sure the offense has a good kick, whether it's a counterattack or a penetration. Player 1 must have the intelligence to read defense and adjust offense accordingly. The ideal point guard is in many ways an extension of the coach on the field. Shooting Guard The second guard is often the taller of the two guards. The "2-player" is usually one of the best outside shooters and ideally the second best.

Ball leader in the team. He has to be a good receiver because he often catches the first pass to start the offense. And that's why he also needs to be a good passer to keep the offensive movement going and seize opportunities to get the ball to the post. Like the point guard, the 2nd player must be able to create and complete the game on break or dispatch to an open teammate. The player in position 2 can also help the team by grabbing offensive rebounds, either following the kick or sneaking in from the weak side to get a good rebound position. Small Forward The small forward is also called the swingman because of the versatility required to play at the post and at the perimeter. Depending on the situation, the small forward is usually taller than the guards, but maybe not as fast or as good at handling the ball. But "Player 3" needs to have many of the same skills as the guards. He needs to know how to handle the ball because he's sometimes called upon to help guards break down pressure defenses. Even the little striker has to pass the ball well. Sometimes this player can be the best passer on the team as his slight height advantage over the guards opens up more opportunities to pass the ball. And he should be able to shoot from the outside to help Players 1 and 2 pull a slack or zone defense away from the lane area. Where the 3rd player differs from the guards is in the offensive rebound area. The small forward is said to be a good offensive rebounder. From position 3, a player usually has the best chance of an offensive rebound as opponents focus on blocking up front and in the middle. Power Forward The Power Forward must be one of the tallest and strongest players on the team; Therefore, this player should be one of your dominant rebounders, both offensively and defensively. The "4 player" must be a physical player. Every team needs physical presence and given their size and strength, the forward can provide that.

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Like the guards and 3-man, the forward must be good with the ball and be a good passer and receiver. This player's size and strength should allow him to post inside and get the ball in the basket for an easy shot or a free kick. Center In many cases, the center is the heart of the team. Like the power forward, "Player 5" should be your best or second best rebound. Unlike wingers, the center must be able to play with his back to the basket and present a solid inside goal threat. As such, you need to work with his core to develop the fundamental moves that will allow him to consistently score from 10 feet away. Since player 5 often shoots at traffic, he is more likely to be fouled. Because of this, the center needs to be a good free-throw taker (but again, all of your players need to be good free-throw takers). Shots executed close to the basket have the highest percentage of shots, so a good portion of your offense should be devoted to driving the ball to the center.

Perimeter and Post Over the years, I've stopped naming players by the traditional positional designations (eg, point guard, point guard, etc.) that I just described. However, I still find it useful to assign lineup numbers to specific players when the ball goes wide or when setting up offense. For example I want the 3rd player to always hit the ball and I want the 1st player to always try to catch the inside pass first. So I use numbers for alignment and teaching purposes. But overall I prefer to split the players into two groups: perimeter players and pole players. Perimeter players can be defined as any player who has the ability to play effectively while facing the basket. Post players are defined as those who have the

Ability to come in and play with your back to the basket. As we all know, today's players are becoming increasingly skilled, and you'll find that many athletes have the ability to play at both the perimeter and the crossbar. And in today's movement offenses, these versatile players are extremely valuable. With the advent of these multidimensional players, more and more teams are using all of the space to create space to attack. Many offensive sets involve the pivot, which can kick the ball in and out of dribbling. These builds also allow offensive players to take advantage of the matchups that occur throughout each game. One thing that all great players have in common, besides their great skill, is the intelligence to play within their ability. They do what they are good at, but they don't try to do the things they are not good at. You probably know the old coaching cliché that "a player has to play within himself". That means we have to help our players see their strengths. We need to remind them to do what they do best. A player may not attempt three-point shots if their range is 15 feet. And a player shouldn't try to dunk the ball at kick-off if they can't jump that high. Teams also need to play within their abilities. A slow team trying to win with a run-and-gun style will be disappointed. It's up to us coaches to develop a style of play that is within the capabilities of our teams. Emphasizing Player Strengths A player really needs to know their strengths and then work to make them even stronger. Many players are solid in many skills but great in none. It's often better for a player to get great on a move, such as B. Catching and shooting or snapping left or right than being average across a variety of moves. Tell players to pick their favorite move and get great on that move. The defense may know what a player's best play is, but when it's great they still can't stop it.

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Offensive Sets Before I go into too much detail about offensive sets, I want to point out here that my basic attack is counterattack. In theory, I hope we never have to plan an attack. We strive to get at least a third of our shots from transition play. My rationale for this approach is this: if a team gets the ball down and puts it right into the teeth of the defense with every possession, that team will have a long game. This basically means playing 5-on-5 basketball for four quarters. With every attack, counterattack or half-field you always want to gain a numerical advantage. On the counterattack, a team can gain a numerical advantage and a good pass can find a player open to a high-percentage shot. In a half-field attack, good movement, passing, and shielding allows you to create a quick 2v1 or 3v2 combo that can rack up a high shot percentage. As much as we wish we could, we know we can't take a quick break every time on the pitch, so we have to be prepared to set up an attack. In these situations there are two

Controlling the Pace At O'Connell, we want to split the game so that 33% of our offense comes from our counterattacks, 33% from attacking midfield, 20% from our defense and 14% from defence. obnoxious boards. If you can score easily with counterattacks, offensive glass, and defense, you will win a high percentage of games. If you have 70% of the game running your halffield offense, let the other team dictate the pace. On the other hand, if you think the other team is stronger or more experienced than your ball club, you might want to run your half-court offense more often to slow down the game. The bottom line is that in order for the pace of the game to benefit your team, you need to control the pace. The team that controls the time usually wins the game.

basic sets to choose from; All offensive formations fall into one of two categories, the one-guard front or the two-guard front.

Front of a Guard The Front of a Guard is a good offensive set to use when you have two posts that are effective on the inside. This set features a true point guard, directing offense from the top of the key. This can be a lonely position against a good pressure defense as Guard 1 runs the show all by himself. The 2nd Guard is usually on the right wing and the attacker on the left wing. (I define wing area as the length of the foul line.) However, if these players are more comfortable on the left or right wing, it is advisable to play them in those spots. For post players, you have a few more options. You can use a double low post with the power forward and center down positioned on either side of the basket. Another option is to use a high post and a low post, with the short player near a block and the tall player near the foul line. A strength of a guard front is that it offers more opportunities to pass the ball inside. The three outside players constantly try to feed the two pole players. By emphasizing the inner game, you can sometimes get your opponent in trouble. And since your top two insiders are already positioned near the basket, this formation is often the most effective for offensive rebounds. Outside kicking ability is the biggest variable in deciding whether to play this offensive set. A single defensive line can lose its effectiveness if your wingers aren't good enough at shooting from the outside to keep the defense honest. Good outside shooters force the defense into a decision - surrender and control the inside game or step out and play

Thought for the Day Basketball (track and field) not only builds character, it reveals character. – John Wood

Teaching offensive positions and sets 95

close to the outside players and refuse the outside shot. When your perimeter isn't a threat (or on the other end of the spectrum when your post isn't a threat), the defense can exaggerate the power of their attack. Another weakness of a defensive front is that it can put the offensive in a bad position to get back on defense and avoid the counterattack. If you're playing a one-guard front and your opponent is a good fast-breaking team, think long and hard about how to most effectively stop the break. You can direct certain players to back down for cover on every shot (from every offensive set), you can double the rebound to avoid the outbound pass, or you can put full pressure on the opponent's ball handler to close it slow it down . However you decide to break the break, if you're playing in front of a guard, prepare it.

Two Guards Front The Two Guards Front is the formation many teams use when the coach feels the team only has a good inside player to play off the post. In this offensive set, both guards are on either side of the top of the key facing the basket, about 12-14 feet apart. The two forwards now become wingers, each positioned on the side they feel most comfortable on. The pivot point can be positioned on the low post (bottom of the block), middle post (midway between the block and the foul line), or high post (on the foul line); or the center may rotate between the three points at different times. The two guard offense makes the most sense when you have a good team of outside shooters, or when you just have a good post player and it's in your best interest to spread out the defense. With good shielding and ball movement, you should be able to make good outside shots in front of two guards. Teams using this alignment often look outwards instead of trying to hammer inwards. Unlike a guard's front, the two players at the top of the key provide excellent cover against counterattacks.

While the one-guard front frees another player to hit the offensive backboards, the two-guard front can leave you relatively weak in the rebound department. In the two guard lineup you really only have one player (the center) in a good position to go for the rebound.

Balance on the Court Many formations can be executed with sets of one or two guards, such as 1-4, 1-3-1, 2-1-2, and so on. But no matter what type of attack your team launches, always try to maintain level ground. To achieve level ground, offensive players must spread out evenly across the ground and not cluster in one spot. The purpose of maintaining judicial balance is to distribute the defense. Spreading out the defense allows for better penetration and better shots. For this reason, soccer teams field a wide receiver on each side. Some soccer teams even use four wide receivers, two on each side, to extend the defense even further. Good ground balance is especially important when executing a kick from the offensive side of the ground. You need to have the right combination of players hitting the backboards and fighting for the offensive rebound and others rushing the defense to prevent the opponent from getting an easy transition basket. I prefer having three players at the tables; However, the right mix of rebounds and defenders depends on your team's skill and your opponent's quick counter potential. Make sure each player knows what to do in this situation. The only thing you don't want is a player unsure whether to hit the gang or charge through the defense. If a player isn't sure what to do, they usually don't do anything. And doing nothing is worse than doing the wrong thing. That's why we tell our players to do something, even if it's wrong. We'll fix it later.

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Summary In this chapter we have discussed the attributes and skills required for the various offensive player positions. The chapter also included an overview of common offensive builds that can be used and their respective strengths and weaknesses. There are certain points to consider here: • All players must be able to pass and receive the ball, switch sides of the field, hit the ball, play good defense and work well with their teammates. • The point guard is your best ball carrier and one of your best passers. He leads the attack and the counterattack. • The guard is obviously one of your best wingers and often your second best ball carrier. • The small forward must have the same skills as the point guards but be large enough to be a more effective rebounder. • The forward and center are your tallest and most physical players. You must be able to hit aggressively and play inwards with your back to the basket.

• I prefer to only assign players two positions: perimeter and post. Perimeter players are farther from the basket and face it; Post players are closer to the basket and play with their backs to it. • A simple front attacking set by a guard is most effective in getting the ball to both posts. The lack of an outside gunshot threat can limit this build's effectiveness and cause defenses to sag. • The two guard front works best when you only have a good poster or excellent outside shooters. • In any offensive set, players must maintain ground balance to force defenses to spread out to cover them.

Chapter

Teach offensive skills

The most effective way to develop basketball skills is through repeated practice of executing those skills correctly. I call this proper execution of basketball fundamentals. Skills are skills while fundamentals are the execution of those skills. I emphasize the fundamentals - the proper execution of skills - at all levels of my program because only with a good foundation can a coach build anything of value. By learning and repeating the basics, players develop their individual skills and therefore contribute the most to the success of a collective attack. I divide individual skills into two categories: playing with the ball and playing off the ball. An athlete must be able to do both to be a complete player.

Whenever a player catches the ball, no matter where it is on the field, it must immediately go into the triple threat position (Figure 8.1). Feet should be shoulder-width apart and knees bent. If a player is right-handed, the left foot should be slightly in front of the right foot with which

Playing the ball Despite their individual talents, every player on the pitch has to be dangerous. So the first thing to teach your players is to position themselves and face the basket when they receive the ball.

Figure 8.1 Triple Threat Position.

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left foot acts as pivot foot. Reverse footwork for lefties. In both cases, the feet and shoulders must face the hoop so that any movement is toward the basket. From this triple threat position, a player can dribble, pass, or shoot. The ball must be secured at the back of the hip (the right hip for right-handed players), not at the front where the defense has an opportunity to hit the ball. Remind players that they should stay low, a position that allows them to make their plays faster and therefore gives the defense less time to react. We teach players to double-step catch (described later in this chapter) so that every time they receive the ball on the edge they are in a triple threat position. An offensive player will be more successful if he attacks the defender by moving in a straight line towards the basket (see Figure 8.2a). Discourage your players from taking the "banana cut" - a broad way to evade defense (see Figure 8.2b). This path allows the defender to recover, minimizing the effectiveness of the game. Also, teach your players how to “close the gap.” That is, once the dribbler cuts through the defender, he must place the defender close to his back and prevent the player from getting between him and the basket. closure of

Gaping in this manner minimizes the defender's chances of recovering and getting back into play. Use simple phrases to remind players to close the gap, e.g. B. "Clip the hip", which means the player must grab the defender's hip to go straight to the basket. Other phrases include "Don't dribble in the pocket" or "Blast on the first dribble", meaning the player should push the ball forward instead of taking the first dribble aside. These are common mistakes that players make.

Stationary Movements After a player catches the ball and approaches the basket in the triple threat position, he is ready to attack the defender. He can do this with what I call "stationary movements". I use this term because the player makes the first move from a stationary triple threat position before putting the ball on a dribble.

Powerful Side Attack From the triple threat position, the player performs a jab step. The goal of the jab step is to get the defense to react. The step must be performed with the right foot for right-handed people and with the left foot for left-handed people.

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a Figure 8.2 (a) straight line; (b) sliced banana. Wooten/E4850/Fig. 8.2a/444542/KE/R2

Wooten/E4850/Abb. 8.2b/444543/KE/R2

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To ensure the offensive player stays balanced, the jab step should be quick and short (only about 6 inches; Figure 8.3a). If the defender doesn't react quickly enough to the jab step, the attacker should take a longer step with the same foot and try to get his head and shoulders past the defender (Figure 8.3b). The player must then close the gap and explode to the basket with a dribble (Figure 8.3c). When teaching stationary movements, emphasize the benefits of using dribbling effectively. Players must try to reach the basket with as few dribbles as possible. This helps prevent your defender or another defender from joining the game and possibly stopping the offense. Also, emphasize to your players the importance of keeping your head up when dribbling. This gives them the field view to see the auxiliary team's full-backs and their own teammates, who they can throw the ball to if the defense collapses while driving.

cross step

c Figure 8.3 Strong lateral drive.

If the offensive player jabs and the defender responds by sliding in the direction of that step, the offensive player can then cross-step in the opposite direction. First, a right-handed attacker strikes with his right foot, forcing the defense to react and take the attack away from the strong side (Figure 8.4a). The attacker then begins crossing his right foot to his left side (Figure 8.4b), steps onto the defender's foot, and places the defender on his right hip. The player must keep the ball as low as possible while rolling his shoulders past the defender. The attacker holds the defender on his right hip and places the ball on the ground with his left hand to protect it from the defense (Figure 8.4c). Again, the attacker must attack the defender by walking in a straight line to the basket, reducing the defender's chance of recovery. The basics of effective dribbling, closing the gap, and keeping your head up apply only to crossover drive.

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like they do with strong side momentum. Done correctly, any of these moves can result in a pitch or power layup as the defense responds to the offensive player's footwork.

Jab Step zum Jumper

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The defense eventually matches the pace of the jab, stepping back to prevent the offensive player from slicing the basket. When the defense retreats, the offensive player now has room to go straight up and shoot the knight (if it's in range). To perform the kick, the attacker must balance after performing the jab step. The player can do this by keeping feet shoulder-width apart and staying low. That's why it's important to teach players to keep the jab tempo short. Too long a jab step will force the offensive player to restart, and the defense can recover in time to stop the shot.

move in motion

In contrast to stationary movements, "moving movements" arise when the attacker is already dribbling the ball and is in motion by the time he reaches his defender. In each of the following moves, the ball carrier changes the speed or direction of the dribbling to throw the defender off balance and hit him in the open field.

stop and go

c Figure 8.4 Crossover step.

The offensive player begins this move by dribbling hard in one direction while protecting the ball with the offhand. The dribbler then quickly stops, and as soon as the defender stops or becomes off balance, the offensive player runs past the defender - pushing the ball forward, hitting the defender's shoulder, closing the gap and keeping the defender behind. Again, the dribbler should remain low for maximum speed and ball control. And, as with stationary motion, the

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The offensive player must attack and freeze the defender. If the move is made too far away from the defender, the defender has enough time to recover and negate the move. The dribbler must push the ball forward to hit the defender. If the dribbler keeps the ball behind or outside of them, the defender has a better opportunity to recover and stop play. The complete basketball player will be able to perform the stop-and-go motion with both a weak and a strong hand. Encourage players to work with their weak hands to perfect these moves.

Cross Dribbling If a dribbler cannot change direction, the defense can push the ball to one side of the field and hold it there. Cross dribble is an effective way for ball carriers to change direction. As with stop-and-go, the offensive player begins the move by dribbling hard in one direction. To execute the cross, the attacker places the front foot and crosses the ball in front of the body to the other hand, away from the placed foot. He then kicks in with the opposite foot, pushes off with the plant foot and punches past the defender. The danger of the cross is that the attacker puts the ball in front of the defender. So, to help your players not lose the ball, teach them to keep dribbling under the defender's hands as low as possible. Once per halfback, the attacker must keep the halfback on their hip, close the gap, and push the ball forward.

Reverse Dribbling To perform the reverse dribble, the attacker steps in with their right foot (if dribbled with their left hand) or left foot (if dribbled with their right hand). The ball handler then spins with their foot planted and protects the ball by keeping their body between the ball and the defender. If the player reverses the ball, he must hold it in the same hand until the defender is defeated. By having the striker hold the ball in the same hand

can avoid putting the ball in the palm or leaving it where defenders can reach and steal it. After the offensive player has the defender on his hip, the dribbler can switch hands to protect the ball, push it forward, close the gap and hit the defender. Again, emphasize to your players that they should be as low as possible on this move. The low stance makes them faster, keeps them in check and allows them to control the ball better. The big problem with reversals is that the attacker has his back to the defense and to his own teammates. A ball handler executing a reversal may miss an open player cutting to the basket. Additionally, ball handlers who have their backs to defense are vulnerable to traps and offensive fouls if a defender is smart enough to get into position.

Fake Reverse Dribbling The fake reverse dribble is almost the same move as the reverse, except it's only a half turn. A player needs to stay low on this move and push their back foot with some force to get past the defender. The dribbler must always hold the ball in the same hand, as it changes speed rather than direction. The false reverse allows the attacker to have a better view of the pitch as it doesn't deviate completely from the basket. However, the dribbler must still protect the ball with his body and free hand to be successful in this maneuver.

Additional Dribbling Moves The behind-the-back dribble, between-the-legs dribble, pull-back dribble, and inside-out dribble are all very effective in relieving an offensive player of the defensive pressure when the dribbler is the defender attacks while moving forward performing the move. emotional. Teach players to make an effect after successfully performing one of these moves. The player must feel the satisfaction of completing the move after so much work to beat the defender in an open field.

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Dribbling Summary Key points to teach players how to use dribbles to open up: • Stay low. • Heads up. • Play under control. • Attack the defender - don't try to dodge him. • Go somewhere with your dribbling; dribble with a goal. • Strengthen the weak hand. • Keep the defender behind you. • Close the gap. • Push the ball forward. • Protect the ball with your body and the auxiliary hand. • Change tempo and speed. • Change direction. • Practice repeatedly in the open space.

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Footwork Footwork is critical to helping players become multidimensional. All players must spend daily practice time working on footwork.

Double Step We want all of our players to double step every time they capture. A left-handed player would step in with his right foot (Figure 8.5a) and then his left foot (Figure 8.5b), putting him in a triple threat position. A right-handed person would enter from the left and then the right. We call this "ball in the air, feet in the air" to remind players to catch the pass. This allows players to be ready to make a play or shoot whenever they get the ball. The double step should not be taught until players have mastered stationary movements.

b Figure 8.5 Double step.

Inside rotation While the double step is used whenever a player catches the ball facing the basket, the inside rotation is used when the player is in motion, e.g. B. when exiting a screen or when cutting the web. Players will always turn on the inside foot. The player must have all of their weight on the inside foot (Figure 8.6a) and must swing the outside foot into the grip (Figure 8.6b) to align their shoulders with the basket. we call it

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Backward Spin When a player has his back to the basket (for example, when the player runs to the wing to open), after catching the ball, he must perform a backward spin to position himself in front of the basket. To perform the reverse pivot, a right-handed player swings their right shoulder toward the basket (Figure 8.7a) and rotates their left foot (Figure 8.7b) to invert their body so they can stand upright. We say to our players: “Open the gate; don't close". This move creates space between the offensive player and his defender. a

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Figure 8.6 Internal Pivot.

supporting technology. Think of a bike when the kickstand is down; The entire weight of the bike is carried on the stand. Likewise, at the inner pivot point, the entire weight must be on the inner leg. The player must be able to turn with both feet depending on which direction they are going. It's not so natural for a left-handed person to turn with their left foot or a right-handed person with their right foot, so constant work is required. Players must also be able to perform the stationary movements (described earlier) with both feet.

b Figure 8.7 Inverted pivot.

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Pivoting Motion The pivoting motion can be used when a player has their back to the basket and is being pressured by a defender (e.g. at the three-point line). The offensive player does not reverse and has squared as described for reverse pivot. Instead, he simply lowers the physical pressure to get past his defender. Notably, he swings his foot in the direction he's going and uses an explosive dribbling to create space and close the gap on his defender. This fast play allows the offensive player to beat his defender without using his dribbling until he is close to the defender.

Euro Step This popular footwork move allows players to dodge an attack or dodge a defender in front of them. The offensive player steps in with the inside foot and pushes off after planting the foot through the defender's body. He then jumps onto the opposite foot that passed the defender and kicks the ball with his inside hand. The phrase we use to teach this step is "push off one foot and jump with the other."

Passing I emphasize passing in every lift we do, especially fast counters. A team that passes well has fewer turnovers and creates more scoring chances. Additionally, one of the best ways to deal with full and half field pressure is with an effective passing game. On the half-court offense, a good, quick pass can keep the defense moving and lead to an open shot. Even the best pass is useless if mishandled. Emphasize to your players the importance of being both good receivers and good passers. The first step to becoming a good receiver is always preparing to receive a pass. Hands should always be at shoulder height in anticipation of a pass. In addition, players will have to work hard to open up and make themselves a viable target. Once the player is open and the pass is thrown to him, he must receive the ball correctly. There are three stages to properly obtaining a passport:

1. The player must catch the ball with his eyes. He has to let the ball look at his hands. 2. The player must catch the ball with his feet. He must not wait for the ball to come to him; Instead, he has to move his feet to catch the ball. 3. The player must then catch the ball with both hands.

Passing do's and don'ts: • Make the basic pass – it doesn't have to be an assist. • Hit open player. • Use fake passes to open passing lanes. (Don't just move the ball, fake the pass.) • Use the air pass at kick-off, not the bounce pass. • Use dribbles to get better passing angles. • Feed the post with a swing pass. • Stepping on the defender when passing. • Energize the post below the extended fault line. • Follow the pass - don't let it float. • Throw with two hands. One-handed passes are hard to find and often result in turnover. • Discarded by defender. • Look in the basket to see the entire floor. What not to do: • Play for a voice. • Jump to the pass. • Pass to a problem player. • Get a player in trouble. • Make a midcourt pass - choose a side. • Viaduct - especially in range.

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Passing Drills Some specific passing drills follow. While passing is an often-overlooked skill, players need to be able to pass effectively in order to create more scoring chances and commit fewer tackles. A good pass helps win ball games!

Figure Eight Pass Two players, each with a ball, face each other 3.0 to 3.6 m (10 to 12 ft) apart. They start with the ball in their right hand, complete a figure eight between and around their legs (with both hands), finish with the ball in their right hand, and throw an underhand pass to their partner. The partner does the same at the same time. Begin and pass with your left hand on the next rep.

Flip and pick-up players form pairs. One is a passerby and the other is a receiver. The recipient starts with their back to the passer-by. The passer calls out the receiver's name and passes the ball; The receiver turns, finds the ball and catches it.

Pass behind the back Two passers, each with a ball, face each other in opposite directions, side to side. Both players fold simultaneously with the same hand in a row.

Big Man's Hands This exercise is for center and forward. A tall man dribbles a ball into the low post area with one hand. As the player dribbles, a partner or coach tosses a tennis ball into the other hand. The player must focus on assisting and catching the pass while their other hand is active.

Confidence Pass This is a drill for one player. Holding the ball overhead with both hands, the player lowers their hands in front of their body and bounces the ball hard to the ground between their feet. The player then catches the ball with both hands behind their back.

Target Pass Two players face each other; Each player has a ball. One player passes high to their partner and the other player passes low at the same time. This allows players to work on passing, receiving, and general hand-eye coordination. Players can also extend their right foot and throw to their teammate's right, then extend their left foot and throw to their left; or they can fold with two hands but continue with one.

Ball Handling All players, regardless of their position, must be able to handle the ball well. Whether players are batting, dribbling to improve passing angles, catching the ball off the post or at break, playing against pressure defenders, or grabbing loose balls, players' hands must be familiar with the ball to be successful in this game.

Ball handling do's and don'ts: • Spend time with the ball to become familiar with it. • Always keep your head high. • Learn to dribble comfortably with two hands. • Purposeful dribbling – for example as a tool to open up or get out of trouble. • Dribble in a straight line. • Learn to accelerate after passing a defender. Don't: • expose the ball to defense; Use your off hand to protect the ball. • Lateral dribbling. • Play with the ball like a toy. • Dribbling with the foot or pocket when passing a defender.

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Ball Handling Drills Perhaps the best way to build confidence with the ball is with ball handling drills. We recommend completing the drills in this order for maximum player development: (1) start with some basic warm-up drills, (2) continue with one-ball dribbling drills, and (3) finish with two-ball dribbling -Exercises. Have players begin these exercises at about half speed and gradually increase to full speed. Also instruct players to keep their heads up as much as possible during drills to build their confidence and condition them to do the same in game conditions. While these drills are used in ball handling, they can greatly improve any phase of a player's play, whether it's rebounding, passing, shooting, or defending. Since these exercises are so important, players should devote 10-15 minutes to them every day. Remind players to focus on handling the ball with their fingertips as this part of the hand is used for shooting, dribbling and passing. Finger pads give the player a greater level of control over the ball than could be achieved with any other part of the hand.

Warm-ups Ball-handling warm-ups are the first exercises we do when we start training. These drills do a couple of things: They help players develop hand-eye coordination, speed on the ball (which is far more important than natural speed), and confidence. Players should always look up during these exercises. Encourage them to push the boundaries until they make a mistake; This allows players to constantly challenge themselves and improve speed, rather than playing it safe and therefore limiting improvement.

Baseball players hold the ball in front of them with one hand and hit it with the other hand. Then switch hands and repeat.

Ball Clamp Hands up, players start with the ball, which then rests on their fingers

the Palm tree. The players then bring their fingers together, squeezing the ball and bringing it to their fingertips.

Ball Pat Players flap the ball back and forth between the fingers of both hands, holding the ball in front.

Body Circles Using both hands, players quickly move the ball in circles around different parts of the body. You need to do several circles around the legs, several more around the middle, and several more around the head.

Corkscrew This is similar to body circles, but players have to circle their legs once, abdomen once, and head once. Then they repeat in reverse order, moving up and down the body.

Step-Outs Players start with their legs together and circle the ball clockwise around both legs. They then step forward with their right leg and circle the ball with only their right leg. They bring their legs back together and circle both legs one more time before stepping out with their left leg and circling their left leg. Eventually they bring both legs together and repeat the cycle as fast as they can. After performing the exercise by rotating the legs clockwise, players should turn counterclockwise and repeat the exercise.

Walking soccer players place their feet shoulder-width apart and hold the ball forward. Then they throw the ball between their legs and catch it with both hands behind their back. Again, have players switch back and forth and repeat the exercise to increase their speed. Emphasize to players that they need to move the ball and hands, not their bodies. Younger players can bounce the ball once while working on their speed.

Teaching Offensive Skills 107

Parish

Right knee, left knee

Players start with their legs together and the ball behind their knees. Players release the ball, clap their hands in front of them, and catch the ball before it hits the ground. Let players see how deep they can go.

In this drill, players work on dribbling behind their backs. When standing, players dribble the ball behind their back, lifting their left knee on a right dribble and their right knee on a left dribble.

Side closure

M Drible

With feet shoulder-width apart, players hold the ball between their feet, with their left hand behind their left leg and their right hand in front. Players then toss the ball in the air, switch hands while it's in the air, and catch it before it hits the ground. Have players repeat the exercise and try to improve their speed. Emphasize to players that they need to move the ball and hands, not their bodies. Younger players can bounce the ball once while working on their speed.

The players sit on the floor with their legs apart. You dribble the ball on the outside of one leg, then between the two legs, and finally on the outside of the opposite leg. After one cycle, they repeat this movement.

bags

Players walk across the floor, dribbling the ball between their legs with each step. Tell the players to push the ball and keep their heads up.

Players start with the ball in the middle. They drop the ball, hit imaginary front pockets with their hands, and catch the ball before it hits the ground. Have players repeat the exercise for the side and back pockets.

Dribbling with a Ball The following ball-handling drills require the use of a ball. Players should always look up during these exercises. Again, encourage players to go beyond their current comfort level.

Figure Eight Dribbling This exercise is a great way to learn to dribble between the legs. Players plant their feet wider than their shoulders, dribble the ball to the outside of their back leg, and then slide the ball between their legs into the opposite hand. With the hand receiving the ball, players dribble in front of the opposite leg until they reach the posterior; then push the ball again. It's important to push the ball instead of trying to dribble it normally. This helps players control the ball and keep their heads up to see the ground.

Sit-ups Players dribble with either their left or right hand while doing sit-ups at the same time.

The walk

Crab Run Players lean forward and pass the ball between their legs in a figure eight while running across the floor as fast as possible. They then return across the square and move backwards.

Butterfly or spider dribbling players start with the ball midway between their legs. You dribble the ball quickly, hitting it with your right hand and then your left hand from the front and quickly repeating the process from the back. Have players work front to back and back to front and repeat to increase speed.

Two Ball Dribbling The following ball handling drills require the use of two balls. Players should always look up during these exercises. Again, encourage players to go beyond their current comfort level.

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High and Low Players dribble two balls at a time, one high and one low. You'll first perform this exercise in place, then move along the floor, looking forward on the way down and backward on the way back.

The odd and even players first throw a ball into each hand at the same time and from the same height (even). Then they take turns bouncing a ball (odd) in each hand. You'll first perform this exercise in place, then move along the floor, looking forward on the way down and backward on the way back.

Take the dog for a walk

became unbeatable, winning our last 18 straight games, including the league and city title. The biggest change we made was spending more time practicing shooting. After stretching, we do 20 minutes of target practice (with three or four guys at each basket in the gym) to practice shooting from the game situation - from passing or dribbling. Our shot percentage kept getting better (we shot 68 percent in the city title game) and we got deadly from three-point range, so much so that teams had to give up their zone defenses against us. The time we spent doing simple target practice at the beginning of each practice session changed the entire season for us. Target practice is a fun way for players to start practicing each day, and those practice sessions made up the rest of the day

Kneeling or seated, players dribble a ball with each hand. They strike each ball one finger at a time, rotating on all five fingers (like hitting a keyboard).

Sit-ups Players dribble a ball with each hand while performing a sit-up.

One thing I'm probably more guilty of than many coaches is that my team doesn't spend enough time practicing shots. It's natural for coaches to want to work on the team's attacking play, game situations, defence, pressure, etc.; However, we have to be careful not to worry too much about these situations and forget that our players have to put the ball in the basket. Travis Garrison was one of the best centers I've ever coached. When I spoke to him after his freshman year at the University of Maryland, he said, "Coach, one of the best things we've ever done at DeMatha was shoot hundreds of pitches a day." In Travis' senior year at DeMatha we had just lost a key away game in the league, our third loss of the year. We've doubled the number of photos we take each day

Mark Goldman/Icon SMI

the movie

Former DeMatha star Travis Garrison demonstrates excellent shooting form while playing at the University of Maryland.

Teaching Offensive Skills 109

our exercise time much more effective. More importantly, our players grew in confidence and started shooting with the expectation of scoring. I remember the time Ben Hogan was fighting for the US Open golf championship on the last hole. He took his two- or three-iron putter and hit a decisive shot about eight inches from the cup. After that, everyone got emotional about the shot - except Hogan. "I don't know what the big deal is," he said. “I hit 200 of these a day in practice. I should be able to get closer. That's trust.

Goals and Don'ts: • Offer passers-by a destination as a recipient. • Know your reach. • Knowing what a good shot is. • If you get a pass for a shot, step on the pass to make the shot go faster. • Plant the inside foot as you approach the basket for the shot. • Use false shots to get past defenses. • Raise your elbow, walk forward and reach the peach (basket). • Build power to kick with your legs. • Practice shooting like in a game. Avoid the following: • Take giant strides. Don't sacrifice an open 12-foot for a contested 8-foot. • Keeping the off-hand on the ball for a long time as this can damage the shot. • Show photo. • Track the ball's trajectory - keep your eyes on the target. • Diving or hitchhiking. Catch the ball, bring it to the shooting area and shoot.

Many of the drills we use to practice shooting can be found in Chapter 10 (about Halffield Offense) and are great for getting players to shoot in game conditions.

Thoughts for the Day Inch by inch, life is a breeze. Meter by meter it is very difficult.

Playing Off the Ball Much of our practice time is devoted to guiding and reviewing the offensive perimeter and the postplays that players use to open up. Players should know how to filter, how to use screens, and how to open up by reading defense and using the V-Cut or L-Cut. A V-Cut is a difficult step or steps in the opposite direction from where a player wants to open (Figure 8.8). Like the jab, the V-Cut serves to throw a defender off balance or out of position, giving the offensive player an advantage. So instruct your players to use the V cut to set up a defender for a screen set. And tell players to also use the V-cut when attempting to open into tailgate cuts, basket cuts, or perimeter cuts. The L slash is similar to the V slash, but in this movement the player follows an L-shaped path. The player charges forward, slows down for a moment to try to relax the defender, then plants the inside foot and runs straight out (Figure 8.9).

Figure 8.8 V-cut.

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Figure 8.9 Section in L.

Figure 8.10 Section through the rear door.

Wooten/E4850/Fig. 8.9/444557/KE/R2 tailgate and perimeter cuts

Reading the 8.10/444558/KE/R2 defense this way should allow offensive players Wooten/E4850/Fig to open up at virtually any point in the game. Again, the offensive player making the cut must close the gap between himself and the defender or the defender has time to react and deny the pass. If the backdoor pass is being obstructed by defense, the offensive player can convert the backdoor cut into a V-Cut or L-Cut, which will help open it. He starts cutting open the back door, and when he reads that it's gone, he makes a V or L cut and moves to the corner to open it (Figure 8.11). The defender will likely be so intent on protecting the basket that the attacker will need to be open to receive the ball in the corner or on the touchline.

A backdoor cut is most effective when an offensive player is being outmaneuvered by defense. Because the player does not have the ball, proper direction and execution of the footwork involved is critical to the success of this move. 1. The offensive player steps on the defender with the inside foot (the foot closest to the baseline) to freeze him and reduce his speed. The closer a player is to the defender, the better; The defender has less time to react to the cut. 2. After this first step, the offensive player takes a strong stride towards the outside line with the outside foot (the foot closest to midfield). 3. If the defender does not cover this movement towards the perimeter, the attacker is open to a pass. The player must turn around and face the basket immediately after receiving the ball. 4. If the defender stays close on the perimeter movement, the offensive player must turn and push off the outside foot, causing the back door to cut the basket (Figure 8.10). The passer must throw the ball forward where the cutter will be, not where he is right now.

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Figure 8.11 Circumferential section.

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Teaching Offensive Skills 111

Inside and False Pivots Pivots are also effective tools when a player is trying to break away. For the inside turn, the player starts from the side, runs to the block, places the inside foot and opens the opposite shoulder, putting the defender on his back (on the right side of the floor, this would be his left foot and right shoulder). He then runs back to the same station he started from to get the pass (Figure 8.12). The striker also used this move to gain the advantage of blocking the defender's pass with his body. He can now use the stationary spin or reverse pivot movement discussed earlier in this chapter. Alternatively, if the inside turn is impeded by the defense, the player can use the wrong inside turn. In this move, the player runs to the block, puts down the inside foot, opens the opposite shoulder as a deception, and goes across the lane to the opposite wing for a pass (Figure 8.13).

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Figure 8.12 Internal Pivot.

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Figure 8.13 Incorrect inner pivot point.

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Screens When teaching players how to set up and use screens, I found it helpful to emphasize that both the tracker and the player using the screen are potential recipients. Players are more excited about the screen layout when they know they have as good a chance of catching the ball as the cutter coming off the screen. Transfer this focus to exercises and detailed exercises.

Defining privacy protection Posture and position are the elements that make up effective privacy protection. The tracker should be in a strong, balanced stance with knees bent and feet shoulder-width apart. The arms should be slightly bent but hanging at the sides; Hands should protect groin and abdomen. Elbows do not have to be wider than shoulders when defining a screen. Keep in mind that the tracker runs the risk of getting into trouble if he uses his arms to block defenders. The key to a good canvas is placement, not arm width. The screener should also not lean forward when adjusting the pallet. Bending forward only decreases the crawler's strength and balance; This makes the screen less effective and often results in a foul against the tracker. Instead, the player setting up the screen must be taught how to take good position and maintain strong posture. It is then the responsibility of the cutter to use the opening screen correctly. To help the cutter use the screen effectively, the screen specialist is responsible for setting the screen at an angle that assists the cutter in opening (see Figure 8.14a). With only one exception, screens must be placed with the screener's body between the defender and the basket. This applies to all screens except the down screen, where a player moves under the extended foul line and shields a defender. The cutter then exits the screen and opens when it leaves the baseline. If the tracker can be seen by the defender, he must position himself close enough to the defender that only a piece of paper can slip between them. When the defender fails

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In order to see the pursuer, the pursuer must give the defender enough room to move. The pursuer must show two-thirds of his body towards the basket because if he sets the screen too low or too high, the defense can easily go over or around the screen (see Figure 8.14b). When a screen is placed on the ball, the tracker attempts to do one of three things: 1. Slip. If the defender guarding the screener evades early, the screener will slide into the basket (Figure 8.15). 2nd roll. When the ball carrier begins cornering or pushing away his defender, the screener opens and rolls to the ring (Figure 8.16). The roller often only opens when it reaches the edge.

3. Running away. When the defender guarding the screener anticipates play and moves to the ring, the screener runs off his screen, turns, and faces the basket ready for a shot (Figure 8.17).

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Figure 8.15 Slip.

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Figure 8.16 Role.

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b Figure 8.14 (a) Appropriate sorting position; (b) incorrect sign position.

Figure 8.17 Running away.

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Teaching Offensive Skills 113

Using Screens Once the screen is set, the tracker cannot move. Now it's time to open the scissors. When using a screen, the first rule is that the cutter must read their defender and the defender protecting the screener to determine what cut to make on the screen. The cutter should be taught to delay his cut until the screen is set. He has to let the screen pass and then read the defense. If he moves too soon, the screen becomes ineffective as defenses can bypass him. Emphasize to the players that as an editor, they must be patient.

one

b Figure 8.18 Correct use of a screen.

Players generally want to play very quickly. They will try to open immediately and not wait for the defense to respond to the fakes and V-Cuts. The cutter should V-Cut their defender off the canvas and then into the canvas rub and get shoulder to shoulder shoulder to shoulder with the sifter so the defender can't pass (Figure 8.18b). If the player realizes that his defender is behind him after the V-cut, he must roll off the screen (Figure 8.19). He should come low off the screen and have his shoulder touching the tracker's hip so he's ready to fire.

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Figure 8.19 Curls.

This also ensures that the Wooten/E4850/Fig cutter is not prevented from using the screen by a physical defender. If the defender goes past the top of the screen, the offensive player must get to the point on the screen and yell "Fade!" The player should then turn and walk away (not back), ready for the pass (Figure 8.20). If the screener hears "Fade!" He must redraw the screen, look for a slip, or return to the ball.

Figure 8.21 Section through the back door.

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Figure 8.22 Pop out.

Figure 8.20 Fading.

When the Wooten/E4850/Fig Defender 8.20/444569/KE/R2 jumps in front of the screen, the cutter must go backwards (Figure 8.21) using the techniques described earlier in this chapter while the screen opens. If the defender is struggling for the screen, the offensive player can simply exit the screen without getting tangled and jump in for a clean catch (Figure 8.22). The tracker looks for a slip or runs away.

If defender Wooten/E4850/Fig overdoes the cut, offensive player 8.23/444571/KE/R2 must perform a back cut; In this movement, the offensive player steps into the lane and then bends over to the touchline to receive (Figure 8.23). When the defender reverses the strong wing cut, the offensive player must cut the trajectory to the opposing wing (Figure 8.24). Attackers can even fake a selection to open a player if they previously used that player to set a screen. When this is done on the perimeter, it is called sliding. In Figure 8.25, Player 5 has passed to 1, and because he has deviated to 3 so many times, his defender anticipates the interception and begins immediately after the pass to 1. Player 5 can read this and execute the tempo change. Once he moves to 1, he can move to 3 defender to set the screen. but instead of continuing, he slips into the basket. He then cuts between 1 and the helpless defender toward the basket for the pass and layup.

Teaching Offensive Skills 115

1 1

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Figure 8.23 Inverted wave cut.

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Figure 8.24 Section to opposite wing.

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Figure 8.26 Duck.

then flashes back to the ball with his defender 8.27/444575/KE/R2 Wooten/E4850/Fig behind him on the lane. The same move would be effective even if 4 went all the way through and built up the screen. He was then able to regain the ball before 5 could use the canvas. This duck move works well against teams that are changing posts as the player defending the 4 will try to catch the 5. If the 4 returns to the ball quickly, the player defending the 5 has no chance to switch and continue. Outside of a ball screen, the dribbler can do one of four things: 1. Split screen. The ball carrier dribbles between his defender and the man guarding the screen (Figure 8.27). This can be useful when there is a gap between the defender and the screen, which is often the case when the defender is covering high.

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Figure 8.25 Slip.

This maneuver also works in the bar area. Wooten/E4850/Fig 8.26/444574/KE/R2 We call it "duck". For example, in Figure 8-26, player 4 has crossed over 5 so many times that his defensive player expects it to happen again and moves toward the screen. Player 4 starts crossscreen to fool the defense, reads how the defense reacts and reads

Figure 8.27 Split screen.

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2. Turn the corner. The ball handler exits the screen towards the basket (Figure 8.28). This can be effective if the defender protecting the tracker stays close to the tracker and doesn't appear.

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1 2 Figure 8.30 Stretching the defense.

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Figure 8.28 Turn to corner.

3. Back dribble, pass and attack. The ball carrier makes two backward dribbles, Wooten/E4850/Fig 8.29/444580/KE/R2, and then dribbles forward to attack one of the defenders (Figure 8.29). This can be useful when the ball guard is well defended; helps the dribbler time to find the open area.

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Figure 8.29 Dribbling from behind, passing and attacking.

4. Expand the defense. When the handWooten/E4850/Fig 8.30/444581/KE/R2ler ball is caught, it can dribble straight off the screen in a straight line and create a pass back to the screener that bounces or runs away (Figure 8.30). In all of these moves, the screener attempts to move, rescreen, or clear the screen after the player using the screen has made a decision.

Proper execution of basketball skills is essential to offensive success. Emphasize these fundamentals at all levels of your program: • A team that handles the ball well (dribbles and passes) and shoots well obviously has a better chance of success. Use exercises to teach and improve. • Playing with the ball includes movement from a stationary position and movement while dribbling, passing, shooting and handling the ball. • Playing without the ball includes screening and cut to open. • Moves from a stationary position include the strong side attack, cross step, and jab step. • Dribbling moves (moving moves) include stop-and-go, cross-dribbling, reverse-dribbling, and false backwards. • Coaches should ensure their players practice shooting, preferably in simulated game situations. • Proper positioning and a strong, balanced posture are key to building an effective screen. • Players using screens should use V-cuts, L-cuts, tailgate cuts, and perimeter cuts to open.

Chapter

Development of a fast scoring attack

The quick counter is our first option on any attack at any time during the game. Our teams have had great success executing the primary break that comes from steals, rebounds, blocks, field goals, or free throws. We emphasize the rush style of play because the break • is the best way to create easy scoring chances and control the pace of play, • it is the first and often the most effective way to break the pressure on the full and half court Defense and • works well against a zone defense when your players pin the ball down and have an opportunity to score before the zone has time to set up. To effectively execute an offensive break, players must adhere to two principles that make a quick break work:

1. Meet open man. If a team-mate is ahead at kick-off, players must pass the ball to him. If the player is closer to the basket and opens, the players must pass to him. But in emphasizing passing, the coach needs to make sure the players know what good passing is. Players must avoid passing or passing a player who is unable to do anything with the ball. 2. The more you give up, the more you get back. Emphasize that the pass that leads directly to the scoreboard is no more important than the pass that makes the pass that leads to the scoreboard. Players often focus on making the assist pass that goes straight to the basket, often forcing the ball into teammates who aren't wide open, resulting in ball losses and missed scoring opportunities.

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Fast Break Dos and Don'ts is the key to a successful fast break. Here are some key points to help teach players how to take a break: Do the following: • Look up and see the entire floor. • Pass forward to open player (until someone has a good chance to score). • Ground running. (Run! Run! Run!) • Play under control. • Let the game unfold. • Read the numbers; Go where you have an advantage. • Let the defense play with you. • Zoom in to fill in the lanes. • Make the game easy. • If you center the ball, stop at the foul line to make a play. • Use chest pass at halftime; The ricocheted pass is very difficult to handle. • Be a good recipient. • As a defensive player (last trailer), linger in midfield to cover the area defensively. • Communicate! Don'ts: • Decide what you want to do. • Viaduct. • Jump to the pass. • Pass to a problem player. • Take big steps. • Try to take a big step; the piece will make itself.

Break after the opponent's goal Since the counterattack is our main attack, we do it whenever possible, even after it

an opponent scores. My rationale for this is simple. Even if our defense shoots the opposing team from the field 40 percent of the time, combined with free throws per game, that can mean 20 to 35 chances to quickly stop a shot that's finished. Obviously, after the opponent's goal, the first thing your team has to do is hit the ball. So your first decision is to choose a player to take on this task. On field goals, our player 5 (center) clears the ball for two reasons: (1) I learned from John Wooden that it's better to have a taller player in the ball because of his better view of the field, and (2) the Center is often closer to the ball after it goes over the net, allowing him to reach and hit it quicker than most other players. With the input center, we run our bingo package this way after an opponent scores. Our Player 1 (Guard) works to open the side of the ball as close to the inbound player as possible to provide a passing option and Player 4 (Forward) positions himself on the next foul line should we need him, to relieve someone of pressure on the court. To open it, player 4 walks to the center of the court and makes a V-cut to get the ball back (see Figure 9.1). Meanwhile, players 2 and 3 run to the outer lanes closest to where they were when the opponent's basket was scored. If 2 and 3 are on the same side of the field when the ball goes through the ring, whoever runs first onto the next lane stays there while the other player crosses over to fill the opposite lane. Players 2 and 3 run across the pitch immediately after completing their rebound duties and at every opportunity, especially after scoring. This helps lengthen defenses and makes it harder for them to quickly pressurize on the pitch. When receiving the ball, player 5 first looks deeply at the two players (3 and 2) running across the field. Then he looks for a short pass on 4 or 1. If the 5 reading the defense sees that there is a deep lead then the pass should go there. If he sees no advantage, he should discard it.

Develop a quick goal attack 119

Figure 9.1 Bingo.

Figure 9.2 Bingo: Guard in front.

Remind your inside player to get out of the Wooten/E4850/Fig. Keeping the 9.1/444583/KE/R1 foul lane area out behind the baseline so he doesn't hit the ball against the back of the board when passing to a deep receiver. (I call this clearing the board.) If Player 1 gets the ball far enough out of bounds, he can push the ball up and create a 3v2 or 2v1 break. Player 4, Player 1 makes a diagonal cut across the field in search of the ball to try and make the fast 3v2 (see Figure 9.2). If the 3v2 situation is not available, 1 shoves the ball to the ground and passes to 2 or 3 if either is open. Player 1 does not have to take the lead if neither 2 nor 3 have an advantage over the defense after receiving the ball.

Pressure brake Wooten/E4850/Fig. 9.2/444584/KE/R1 The following are specific brakes that can be operated against pressure. For example, bingo can also be used against zone press, while two-man and three-man fronts are useful in dead-ball situations.

Bingo versus Zone Press Bingo can also be used as a press break zone in live ball situations. During this press break, Player 5 starts with the ball out of bounds. If the deep pass is not opened and player 1 receives the ball, player 4 runs to the opposite side. 'Cause he's on the weak side

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the 2nd player tears in the middle. Player 3 swims a lot on the strong side. This creates the same triangle action that takes place in front of two players (Figure 9.3a). Player 1's dribbling explores the touchline. Player 5 follows, holding a 10ft rope to allow the dribbler to play back if necessary. Player 1 will continue to look up while probing. When he plays up front, the team attacks; we want to make the defense pay for the pressing. When 1 falls back to 5, player 2 runs out and floats for a long time. Player 4 runs to the opposite side. Player 3 tears in the middle (Figure 9.3b).

Two-Player Front The two-player front pressure break can be used against the press in dead-ball situations. In front of two players, your designated inbounder must take the ball away. A designated inbounder ensures consistency. Choose a player of decent size so he can see over the defender's ball. Player 2 must start opposite the inbounder. Your best athlete (player 3) should be behind the half-court on the side of the ball. Player 4 must be on or near the center field line on the opposite side and player 5 must be at the back.

5 1

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Figure 9.3 Bingo versus pressure zone. Wooten/E4850/Fig. 9.3a/444585/KE/R2

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Develop a quick goal attack 121

On the shot, Player 2 works to open and Player 3 shoots at the ball. Player 4 is a late receiver. The reason for hitting the ball is that the forward can often throw a quick jab at an open player. This can happen when the defender protects the offensive player. The incoming must be trained to look up. When the ball reaches 2, player 1 must step behind the ball on a 3 meter rope. The 10 foot rope allows the ball handler to throw back if caught. Player 3, coming from the opposite end in midfield, steps forward to become a potential receiver. The player on the ball side in midfield (player 4) swims

long, extension of defense. Player 5 runs low to the side opposite the ball (Figure 9.4a). The 2nd player looks up as he dribbles down the sideline. If 2 cannot continue, it reverts to 1. Player 3 goes back to the side of the ball and swims long. Player 4 snaps the middle while player 5 goes in the opposite direction (Figure 9.4b). Player 1's dribbling touches the sideline and looks up. Players 3, 4 and 5 continue to use the triangle principle. As a rule of attack, whenever the ball is thrown forward for 3, 4, or 5, players attack as if they had a quick counterattack. We want to make the opposition pay for putting pressure on us.

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Figure 9.4 Front for two players. Wooten/E4850/Fig. 9.4a/444588/KE/R2

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Front for three players

primary area

Another option in dead-ball situations is the three-point front. This press break is only used in special circumstances. When a team is full pressure late in the game, the three-man front is a great home run play. Players 4 and 5 line up in midfield and advance as receivers. Players 2 and 3 line up at the two elbows on the foul line; Player 3 sets a screen for 2 and then goes deep (Figure 9.5).

When executed correctly, the primary counterattack should create positive offensive situations that produce one of the following outcomes:

• • • •

1v1: layup or foul 2v1: layup or foul (two passes only) 3v2: layup or short jump 4v2 or 5v2: layup or short jump

If the defense has three or more players defending, players should go to the secondary area described later in this chapter.

1v1 situation

This situation should always produce a high percentage of shots, whether it's a layup or a short jump. When they have a 1v1 breakout, I encourage my players to shoot for two reasons: (1) the odds are good, and (2) it's human nature for offensive players to play faster than defensive players too often Players switch sides, which can create a rebound advantage when offensive teammates race across the court in anticipation of a miss. The best way to get a chance in a 1v1 situation is to have the offensive player read the defender. If the offensive player thinks he can dribble the defender, he should go to the basket and look for a driving layup. If the defender does a good job against the dribble, the offensive player should pull up for the short shot. (Certain timing and scoring conditions may prompt you to tell your players to only hang up when possible. If that's not possible, you might want them to retire and the offense at half court furnish.)

2v1 situation

Figure 9.5 Front of three players.

Wooten/E4850/Abb. 9.5/444591/KE/R1

One of the basics you should teach your players about breaking out is that they should take a shot when they have numbers.

Developing a quick scoring attack 123

Advantage. Ideally, the shot will be relatively uncontested and close range. I tell my players to kick the ball when in doubt about what to do in a 2v1 (or 3v2) situation (given the time and the situation on the scoreboard) . When a kick is executed, we can score a goal, rebound the kick if it misses, or at least prevent the defense from collapsing quickly due to our rotation. We need to take advantage of numbers as soon as possible because the remaining defenders will eventually intervene in the game. In a 2v1 situation, the offensive players must fill the outer lanes and spread out far enough to prevent the defender from playing both at the same time (Figure 9.6). When the offensive players enter the goal area (which I think is about a step outside of the three-point arc), one of them has to take control of the ball. Now the ball handler's job is to 1. get the defender to guard him or his teammate, 2. read the defender's picks, and 3. create an easy shot opportunity. The ball carrier must always dribble with the inside hand. For example, a player on the right side of the court must dribble with his left hand. By using the inside hand, the ball handler does not have to pass the ball through his body or the defender's body to make a play.

happen. He manages to keep the ball away from the defense and also to make the quick pass to his teammate. In order for the defense to commit, the ball carrier must face the basket and pose a goal threat. If the possession of the ball is not a goal threat, the defender can anticipate the pass and successfully mark both players. More importantly, however, the ball handler must remain in control and read the defense. Mental failures destroy more Primary Fractures than physical failures. Often a player decides what play to make before reading the defense. If the ball carrier acts too early, they can jump to the pass, go nowhere with the ball and be forced to walk. he can attack or shoot; or he could try to make a big game that looks good to the crowd but it doesn't work. In a 2v1 break, the ball handler must maintain possession of the ball until the defender chooses to guard the ball handler or fall and save the other player. Once the defender is signed, the offensive player must respond appropriately with a pass to his teammate for a layup or a powerful shot to the basket. If the ball handler follows these principles, his team should have a good chance in all 2-on-1 situations.

Thoughts for the day Hurry up slowly.

Figure 9.6 2 in 1.

Wooten/E4850/Abb. 9.6/444592/KE/R1

3v2 situation Many of the same principles we just described apply to the 3v2 pause Teach your players to keep the correct pitch distance. If they spread the field and pass the ball effectively, the defense cannot adjust and the three players defend. In a 3v2 situation, the midfielder is crucial as he needs to be the one who needs to have possession of the ball when the attackers enter the goal area. The middle player must

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Never advance past the foul line unless the defense opens up and gives him the lane. Too much middleman penetration often results in three-second calls, free-kicks and missed opportunities. If the top defender goes too far to play half-time, the center player must switch to one of the wings and create a 2v1 situation against the back defender (see Figure 9.7).

When Player 2 returns a pass to the middle player, Player 1 now has the option to attack the defender for a quick 2v1 with Player 3. If the defender commits to 1, the ball carrier must throw a pass to 3 for a layup (see Diagram 9.9).

1 1 2

Figure 9.8 3 vs. 2: the passer follows the pass.

Wooten/E4850/Abb. 9.8/444594/KE/R2

Figure 9.7 3 against 2: pass.

If the defense falls behind in a 3v2 area, the middle player (1) must switch to the open wing Wooten/E4850/Fig 9.7/444593/KE/R1 and then step on your pass. If Player 1 hits 2 on the wing, Player 3 must decide whether to cut behind the defense towards the basket or head for the short rebound of a pass from 2. The diagonal pass from 2 to 3 is not automatic and both the passer and cutter must read the defense to see if it is available. The defense may have adjusted well, with the bottom player covering the first pass and the top player sinking into the hole to take the pass from 2 to 3 (see Figure 9.8). If the defense reacts in this way, the midfielder will be open to the knight in the corner of the foul line. This is an acceptable photo for two reasons. First, Player 1 is wide open within a reasonable shooting distance. Second, the offense has a clear rebound advantage. Therefore, even if the kick is missed, the offensive team must get a second or even a third kick.

1 2

Figure 9.9 3 in 2: inversion.

4v2 and 5v2 Wooten/E4850/Fig teams rarely find themselves in 4v2 and 9.9/444595/KE/R2 5v2 situations. And indeed, in these situations, players 4 and 5 behave exactly as they did in the second break.

Develop a quick goal attack 125

The first three players on court act as if in a 3v2 situation, with the fourth player on court cutting the lane to be a potential receiver or rebounder. The fifth player involved must remain close to the center of the pitch to cover a possible break by the opponent in the event of a quick spin (Figure 9.10).

Small break When the big break fails, the small break begins. This happens when offense doesn't execute initial break options correctly, or when defense stops a quick hit well. The secondary pause is triggered when player 2 or 3 brings the ball to the baseline after receiving the pass from 1 (which followed the pass). Player 4 must enter the scoring area like a follower on the opposite side of the field from 1. So when the ball goes to the baseline, 4 makes a diagonal cut in the block on the side of the ball for a wing advance (see Figure 9.11). The 5 players stay in the backcourt to cover quick breaks

5 3 4

1 Figure 9.10 4 in 2 and 5 in 2.

These quick break scenarios are Wooten/E4850/Fig. 9.10 /444596/KE/R1 are an important part of the game. I recommend spending 20 to 25 minutes on each exercise in the quick pause exercises at the end of this chapter. Through repetition, players understand the many options available to them out of reach and improve their decision-making.

Figure 9.11 Secondary Pause: Primary option.

Wooten/E4850/Abb. 9.11/444597/KE/R4

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Enemies that can result from a spin or a miss. It then fills in the space left free by player 4 when player 4 makes the diagonal cut. Many options can develop from the secondary break, e.g. B. hitting a 5 on the foul line for a jumper, reversing the ball on a 3 when the 5 slides down the lane to the low post, or screening a 4 on the lane to help the 5 move to to open. The following four options have proven particularly useful for us in recent years.

Option 1 If player 1 has already hit 2 and 2 cannot get the ball to the first down center (4), then 2 returns the ball to 1 which returns to 5 which passes to 3 on the opposite wing. Meanwhile, the tall man below (4) follows the direction of the ball (Figure 9.12a). Once 3 gains possession, 1 and 5 set up an offset canvas for 2, which leaves the canvas and looks for 3's pass and an open shot (see Figure 9.12b).

Option 2 This game starts similar to Option 1 but can be played either way. If point guard (1) fails to pass the ball to 2 on the sideline, he switches to 5 who swings to 3. As with option 1, player 4 follows the ball below. After the 5 moves to the 3 on the wing, the 2 sets a background for the 5 (Figure 9.13a), and we look for the inner lob of the 3 for the 5 .When the 5's lob is unavailable, the 5 sets up at the low post opposite 4 while the wide players turn the ball from 3 to 2 to 1 trying to score in dribbling while the defense is still preparing ( see Figure 9.13b). The offense can begin its regular rotation when no shots are fired in the secondary area.

4 3

a 2

Wooten/E4850/Abb. 9.13a/444601/KE/R1 3

a 1

Wooten/E4850/Abb. 9.12a/444598/KE/R2 3 2

b 4

Figure 9.13 Secondary brake: option 2. Wooten/E4850/Fig. 9.13b/444602/KE/R1

Option 3b Figure 9.12 Secondary break: Option 1. Wooten/E4850/Fig. 9.12b/444599/KE/R1

If player 1 can't match 2 at the wing or 5 at the high post, then 5 sets a barrier for 1, who drives hard out of the barrier

Developing a quick goal attack 127

left wing. As this happens, 4 and 3 position themselves to set the screens for 2 as he circles under the opposing wing's basket. After raising the screen, 5 rotates down to set up a double screen together with 3. When 2 leaves the double screen, 1 tries to hit 2 for the short shot (see Figure 9.14). This can be done to either side and can also occur after the ball has returned to a winger. 1

a 5 1 5 Wooten/E4850/Abb. 9.15a/444605/KE/R2 2

2 3 4

Figure 9.14 Secondary Break: Option 3.

b Figure 9.15 Secondary pause: option 4.

Wooten/E4850/Abb. 9.14/444603/KE/R1 Option 4

The Point Guard (1) can also dribble to the opposite side of the field to start play. With option 4, he fits in front on the left side (3) looking low on the 4 for the post up. If 4 isn't face up, 3 reverses direction and passes back to 1, which swings it to 5. After 3 makes the pass back to 1, 4 comes out to set the screen to 3, which then truncates 4 to the bottom post opposite (Figure 9.15a). The high bar (5) looks for 3 going down the screen. If the 3 is not open, the 5 goes to the right wing (2). After 5 makes the pass, 3 jumps to set up a screen for 5 that cuts to the basket looking for 2's pass (Figure 9.15b).

Quick Break Drills Quick break drills should improve your players' conditioning and solidify proper fundamentals. After a season of these drills, your players should learn good habits of walking around the pitch and looking up.

Wooten/E4850/Fig 9.15b/444606/KE/R1 times, take the lead, clear the basket after the goal, hit the ball quickly, be good receivers and communicate at the break.

Full Court Layups Have one of your players set up a ball in center court and place the remaining players along the right touchline. Player 1 dribbles to the foul line as if running to the break in center position. Upon reaching the foul line, he must jump to the stop and pass to 2, which fills the right lane to the compartment. If 2 gets his own rebound (he only gets one shot), he has to hit the ball like after a field goal. Player 1, who crossed the court to become the out receiver, must then walk down the outside lane to the court. Player 2 hits 1 with a baseball pass on the tray (see Figure 9.16).

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2 3

Stay in your lanes and pass the ball to each other as you move across the court. Approaching the scoring area, the middle player (1) takes control of the ball, dribbles to one of the corners of the foul line, and hits 2 or 3 to the layup. As 2 and 3 approach the scoring area and reach the length of the foul line, they cut at a 45 degree angle to the basket to catch the pass. If 1 fits on the wing, he must step into the pass as in any fast kick-off situation (see Figure 9.17). After the basket is made, players must communicate and decide which lanes to fill in the loop around the court. As he scores his second layup, the next group of three players starts down.

4 5

Figure 9.16 Full court layouts.

After the pass, 2 has to run across the field to score so that the ball Wooten/E4850/Fig 9.16/444607/KE/R1 never touches the ground. When 1 makes the layup, 2 takes the ball out, clears the board and hits the new player (3) who leaves the line in the middle of the field. But if 1 misses the field, 2 must miss, turn and pass the ball to the next player (3) who gets out of line. The process begins again with 3 and 4 taking the roles of 1 and 2. The exercise can be performed on the right or left side.

Three Straight Lines Players enter three equally spaced lines along the baseline. Each player in the middle row has a ball. The first player in each row runs straight across the floor. these three players

Figure 9.17 Three straight lines.

Wooten/E4850/Abb. 9.17/444608/KE/R1

Develop a quick goal attack 129

Three Player Plot This exercise is set up the same as "Three Straight Lines", with the players lined up in three rows along the baseline and the player in the middle holding the ball. The difference in this exercise is that each player runs after the other player they pass to. In this way, the players clear a path across the court. When the ball enters the scoring area, the center player (at that point) takes control of the ball, jumps to the foul line, and plays a pass to one of the players on the side, who runs to the basket. The players have to walk around the pitch and always try to move forward. At the same time, they should be wide and not crowded. Players are never allowed to pass behind them to move. If a player overtakes the others, he must go to the basket for the tray. After the basket is made, players share which lane they will fill and then return in the same manner for the other basket.

The rebound must protect the ball as it spins, taking into account where the defense might be playing. The outgoing catcher catches the ball and carries it to midfield. The rebound fills the outer lane, staying clear and keeping a good distance between him and the middle player.

Layup The midfielder drives the ball hard at the foul line with fast dribbling and jumping stops. Once in the goal area, the sprinter cuts at a 45 degree angle to the basket to receive the pass and mark the layup (see Figure 9.18). The two players then switch roles and return to the opposite side of the court.

Five Player Plot This is a variation of the three player plot that involves more players. Place your players in five rows along the baseline. The mid lane player passes the ball to their closest teammate and then cuts behind two players to the passing side. This process continues through to the basket for a layup, followed by a rearrangement and a sprint pass to a layup at the opposite end of the court.

Two Player Full Court Here is a set of two player full court drills. Each has the same general organization and will develop different fast counterattack skills. The exercises can be performed simultaneously on opposite sides of the floor. Position one of the two players as a rebounder and the other as an outgoing receiver. The rebounder throws the ball off the backboard, catches his own rebound, pivots, and throws the rebound to his partner, who opens wide to the side of the ball.

Figure 9.18 Two-player full court: layup.

Wooten/E4850/Abb. 9.18/444609/KE/R1

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Jump Shot In this exercise, the middle player hits the sprinter for a short jump from the counterattack wing. Emphasize to your players the importance of keeping the pitcher in control as he prepares to pitch. The pitcher must place his feet in line with the basket and directly under his shoulders. He needs to take short, quick strides to catch the ball in a balanced position for the shot. After the toss, players switch roles and return to the opposite side. Another variation of this is to have the starting player dribble to the center of the field and throw a jump off the foul line. The sprint player must enter the scoring area in a controlled manner, ready for the rebound. If the player gets out of control, they run the risk of digging in under the basket and being out of the rebound position. The pitcher must also enter the scoring area in a controlled manner, with head held high, good balance, and proper footwork on the pitch.

Jumper V-Cut The outfielder catches the rebound pass and pushes the ball down the field to the foul line. The middle player hits the sprinter on the wing as he enters the scoring area (see Figure 9.19). The sprinter then approaches the basket and fakes the shot. Meanwhile, the middle player makes a V-cut away from the ball and back toward the ball for the short jump. Upon returning to the ball, the player must have their hands up and their inside foot planted in order to complete the kick as quickly as possible. The two players then switch roles and return to the other side.

Fade out Players need to use their imaginations for this exercise to be truly effective. As the sprinter approaches the goal area, he makes a powerful cut to the basket in preparation for his partner's pass. But now the sprinter has to imagine that the defender is back

Figure 9.19 Two-player full court: V-cut for knights.

Wooten/E4850/Fig. 9.19/444610/KE/R1 recovered to prevent the pass. The sprinter then reads the defense and, instead of cutting the lane, makes a quick V-cut and disappears into the corner for the knight after the midfielder's pass (Figure 9.20).

Pursuit The rebound hits the outgoing receiver, who then dribbles across the court at high speed to the layup. If the dribbler pushes the ball forward, the rebound will try to chase them from behind and tip the ball, blocking the shot (no foul), or making enough noise to distract the player and cause them to take the shot to miss.

Developing a quick goal attack 131

Ball penetration, drops to cover the basket. The defender (X5), who stepped aside on the first pass, needs to regain control to contain the ball. The defender of the ball (X4) that fell into the hole must split the other two attackers. When the ball is returned to the center player, the defenders return to their original positions. If the offensive players score or a turnover occurs, the two defensive players become the offensive players and the drill moves into the 2v1 phase. The middle player in the initial 3v2 situation (now X1) runs, to cover his basket defensively against the two

Figure 9.20 Fading.

Wooten/E4850/Abb. 3 in 2, 2 in 1 9.20/444611/KE/R1

As shown in Figure 9.21a, this exercise begins with three offensive players (1, 2, 3) in a basket and two defensive players (X4, X5) in midfield. The practice begins when one of the offensive players hits a miss and hits the ball. The three offensive players fill in the right, left, and middle lanes. At this point, the two defenders run back to defend their basket and discuss who will stop the ball and who will pot to protect the basket. The defender protecting the basket (X5) catches the full-back receiving the first pass. The ball defender (X4) who initially stopped

a Figure 9.21 3-in-2, 2-in-1: (a) Starter set. (continued) Wooten/E4850/Fig. 9.21a/444612/KE/R2

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new offensive players (4, 5). The other two players (X2, X3) move out to become the defensive players in the next 3v2 situation (Figure 9.21b). If the midfielder was the shooter in 3v2, the lowest numbered attacking player must run to defend the basket. This allows the shooter to focus on the shot and not worry about being in charge of the range. In the 2v1 situation, advise the defender that he must recover in time in order not to give up on a layup. If there is a goal or a comeback in the 2v1 situation, the defender (X1) changes.

back on offense (1), outs for one of two new players (6, 7) coming onto the court from the original baseline, then becomes a sprinter from one side of the court to a 3v2 at the other end ( Figure 9.21c). To continue drilling, you must hold two offensive lines on one side and two defenders on the other.

Scouting This drill begins with an offensive team of five players on a basket, ready for the break. The coach stands along a touchline on the far side of the field with three or more players standing on the touchline and playing defense when called upon.

6 1

Figure 9.21 (continued) 3 in 2, 2 in 1: (b) secondary phase; (c) 3 on 2 after 2 on 1. Wooten/E4850/Fig. 9.21b/444613/KE/R1

Wooten/E4850/Abb. 9.21c/444614/KE/R1

Developing a quick goal attack 133

Ask a manager to throw the ball to start the drill. As the offensive team begins to move up the court, send a number of players on the sidelines to defend against them (Figure 9.22). Offensive players are responsible for recognizing and playing defense accordingly and scoring in either the primary or secondary area. You can vary the number of defensive players and give them specific instructions to see if the offense can read the defense and see what's available. For example, you can tell the defense to play close to the wide players to see if the offensive team can find the open post player. Or you can tell the defense to drop down the lane to see if the offense can find the player for the open jump. And in some cases you can say

a player skipping the outgoing pass to ensure the offense isn't casually handling the ball when they start the break. Whether they score or make a turnover, the same five players remain on offense and return to the other basket in the same manner, where defenders await on the other touchline.

4v4 Transition Start with four defenders spread out along the foul line, one near each corner of the foul line and one on each wing. Have four offensive players line up along the baseline opposite the four defenders (Figure 9.23). The drill begins when you throw the ball to one of the offensive players and call out the name of a defensive player. The player whose name you call must run

Figure 9.22 Confirmation.

Wooten/E4850/Abb. 9.22/444615/KE/R2

Figure 9.23 Transition 4 to 4.

Wooten/E4850/Abb. 9.23/444616/KE/R1

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Touch the baseline, then run to help the other three defensive players who retreat and guard the opponent's basket. The offensive players take the primary and secondary breaks (if needed) while the defensive players communicate and support each other until the fourth defensive player recovers. (Offense is usually forced into secondary break because defense must have enough players to complete the main break.) This drill can be done with any number of players, from 2v2 to 5v 5 or turns the ball over, or if the defense makes a mistake.

Switching I recommend this exercise when your team isn't switching from offense to defense quickly enough, or when your team isn't challenging the opponent's counterattack. Start with 5v5 in the half-court area. At his whistle, the attacking team relinquishes possession and runs backwards to defend their basket. Defensive players switch to offense and break out for the scoreboard. Give the new offensive team a chance to score at halftime or outside of their halffield offense before starting over. If your team is still having trouble switching sides, stop the exercise and ask them to do some sprint work. Like I said, I don't use sprints as punishment, I use them as conditioning. If the players don't change well it must be because they are out of shape and need to work on the sprints. Sprint work will also help develop the mental toughness that will allow players to keep playing even as fatigue sets in.

Hip Drill Have the players form a line on the right wing. Each player attacks the basket with a quick dribble as if about to hit a half-time layup. While the player is driving, you have two options. You can yell "Hip" which is a signal for the player to quickly stop and hit

Ready for the jumper. Or you can say nothing and allow him to score on the tray. The purpose of this drill is to simulate a defensive player stepping in front of the dribbler to take command. This exercise should get your players in control while preparing for - and even anticipating - the unexpected. I also have our teams do this exercise when our players are trying to create too much instead of just getting good shots. This exercise helps discourage players from playing too fast and helps them stay in control when driving to the basket.

Recovery Position a coach or manager at each end of the court; five offensive players are located at one end of the court. These players hit a square (taken by the coach or manager on that side) and make the break against a defense. Assign a different number of defenders each time to see how your players interpret the situation. Before the practice begins, tell your players whether they should score on the main break or on the minor break. In some cases, you can bring them into your semi-judicial attack. After the coach or manager starts the drill, your offensive team hits, runs your designated break, and scores. While the offensive team scores a goal, the coach or manager at that end of the field throws a ball to the other coach or manager (who kicked off) and five new offensive players enter the field. Players who have just taken their break should run back to defense and try to ground the ball and avoid an easy layup by the new offensive team. This exercise will teach your team the importance of rotating bottom ends and increase your speed as you do so. Also, your top player (whoever they will be when the shot is made) will learn to cover the range instead of watching the game.

Chapter

Man to man attack

ONE

As mentioned before, we prefer to run the counter as the primary attack and try to get the counter as quickly as possible. However, sometimes opponents force us to set up the half-field attack. When that happens, we need to be prepared with a projected attack that is effective against a one-on-one or zone defense.

Move Attack Our one-on-one Move Attack uses our players' individual offensive fundamentals and their ability to work as a unit to get good shots. Movement on offense is based on the basic basketball concepts of reading defense, defining and using screens, cutting and identifying and taking advantage of 2-on-2 or 3-on-3 situations as soon as they present themselves. The most effective way to teach players offensive move is to break it down into perimeter move and post move. Playing 2 vs 2 and 3 vs 3 can benefit players because it helps them learn how to play in an open draw. Focus on the constant repetition of the individual and positional fundamentals used in this offense, eventually working your way up to 5v5 play

each position first before integrating these responsibilities with those of the remaining positions. This build-up process promotes a better understanding of the offense as a whole, as well as each player's role in that offense. In a movement offense, the pursuer is just as important as the player who leaves the screen; The cutter who doesn't catch the pass is just as important as the cutter who receives it. the pass that leads to the assist is just as important as the assist; and the passer is just as important as the scorer because all players work together towards the same goal - a good shot. This does not mean that all players have the same role. Instead, it means that when your team has the ball, every single player on the court can do something to get a good shot, whether it's putting up a wall, balancing on the crossbar, turning the ball around or hitting it Catching the ball and facing the basket. If a player cannot consistently hit the 15 foot jump, then it is not in their best interest or that of the team to work to make a jump shot from that distance. One of the strengths of the offensive move is that it allows you to adapt to your people and gives you the flexibility to have different players with different skills contribute to the offense at appropriate times during the game. 135

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Moving Attack Basics Here are the moving attack basics: • Maintain a good distance and use the three-point bow as an aid. • Read the defense. • Remember that trackers are generally good receivers. • pass and move; don't stop • Reverse the Ball - Take advantage of changes in defense. • Energize the post below the extended fault line. • Don't type fast - let the game happen. • Be a greedy recipient - go to the prom. • Use V-cuts to open. • Catch, spin and face the basket - be a threat. • Communicate via cuts and backdoor screens. • Targeted Dribbling: Attacking the basket, getting out of trouble, improving a passing angle or getting the ball across the field. • Pass away from the defense. • Move purposefully. • Be prepared to set screens and receive screens - read your teammates. • Be patient like a sieve, knife and strainer. • Wait for the screens to complete as you pass - let the possibilities unfold.

Movement Attack Detailing Drills Before we get into the ins and outs of man-to-man moving attacks, let's discuss some detailing drills that can be used to teach players

the moving offence. Because the offense allows for individual movement and a lot of two- and three-player basketball, you need to develop the players' skills for these situations. Break up the offense so players learn to work as individuals and as part of a smaller unit before learning to work as a five-man team. We use various perimeter and post drills to teach our players how to read defense, understand movement principles (like distance and balance), and anticipate situations to exploit. These drills allow perimeter players to become familiar with proper movement in 3v3 situations and allow pole players to become familiar with proper movement in 2v2 situations before the two groups are combined into a five-on-one offensive player. . At this point, the screens discussed in Chapter 8 become critical to the success of the Move attack. When players don't know what cuts to make, offense becomes stagnant and predictable. When we first assembled the perimeter and field players for a five-man team, we conducted drills without defense to allow the offensive players to learn the movement, balance, and distance needed to successfully execute the offensive line. Players then work against a defense playing at half speed, which helps build confidence on offense and lets players know how the defense will react to their movement. Finally, we go full force against a live defense, with players applying the moves they have learned and repeated in practice.

Perimeter Player Development Drills As previously mentioned, these drills will familiarize perimeter players with proper movement in 3v3 situations. In these perimeter drills, players will also learn distance, balance, and other movement principles, as well as how to read their defenders and anticipates other players' moves.

Man-to-man offense 137

Cutoff Series Getting the ball to the wing is key to launching our movement attack. This can be done by dribbling or passing. A flat cut is one way to achieve this through dribbling. In a flat cut, a player dribbles from one offensive position to another, and the player in the position now occupied by the dribbler rotates to fill the position vacated by the dribbler. For example, a point guard can dribble from the wing to the right wing; The right winger then pivots to fill the vacancy on the spot. Sometimes a shallow cut is needed to get the ball up the wing when outplaying a winger, or to ease the pressure on the point guard's dribbling by moving it to the wing where he has more chances. Step 1 Player 1 dribbles and evades 2 from the right wing. Player 2 moves to the top of the bracket and uses the three-point hoop to improve balance and distance. Player 1 shoots the wing jumper (see Figure 10.1).

Shot, then elbows and pulls defender 1 back. Player 1 jumps to the shot after receiving 2's pass (see Figure 10.3).

Figure 10.2 Clean Cut Step 2: Back pass.

2 Wooten/E4850/Abb. 10.2/444619/KE/R1

Figure 10.3 Clear Cut, Step 3: Drive and Tilt.

StepWooten/E4850/Fig 4 10.3/444620/KE/R1 Player 2 dribbles up and Player 1 goes on the wing, receives the back pass from Player 2 and executes the shot (see Figure 10.4). Figure 10.1 Clear Cut, Step 1: Replace on top of keyway.

Step 2 Player 1Wooten/E4850/Fig dribbles 10.1/444618/KE/R1 to the right touchline again. Player 2 moves up and steps forward for Player 1's back pass and shot (see Figure 10.2). Step 3 Player 1 dribbles onto the right wing; 2 moves up to pass 1 (as shown in step 2). Player 2 hits the pass, catches it, faces the basket, fakes the pass

Figure 10.4 Clearcut, Step 4: Replace the wing.

Wooten/E4850/Abb. 10.4/444621/KE/R2

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Step 5 Player 1 dribbles at 2 as if trying to equalize. Player 2 begins repositioning, but instead cuts a V and disappears in the corner for 1's pass and knight (see Figure 10.5).

2 Figure 10.7 Flat cut, Step 7: V cut for firing.

Figure 10.5 Court Satin, Step 5: Fading.

Step 6 Wooten/E4850/Fig. 10.5/444622/KE/R1 Player 1 dribbles onto 2 who, instead of sliding up, goes down the lane to the opposite wing. Player 1 jumps (throws a cross pass) over the defense to 2, who advances to the knight (see Figure 10.6).

Step 8 Wooten/E4850/Fig. 10.7/444624/KE/R1 Player 1 deflects 2 off the wing and then turns the ball to 2 up (see Figure 10.8a). Player 2 dribbles towards the opponent's wing while Player 1 fakes a cut to the basket (to heel the defense) and then V-cuts back to the ball for the knight (see Figure 10.8b). 1

a 2 Wooten/E4850/Abb. 10.8a/444625/KE/R2 1

Figure 10.6 Clearcut, step 6: circle and skip pass.

Step 7 Wooten/E4850/Fig. 10.6/444623/KE/R2 Player 1 matches 2 and then carves a V. Player 1 can then cut to the basket for a layup or replace the knight at the top (see Figure 10.7).

b Figure 10.8 Clean cut, step 8: wing V-cut. Wooten/E4850/Fig. 10.8b/445634/KE/R3

Man to man attack 139

Step 9 Player 2 starts at the block, gets an imaginary screen down, cuts a V and opens on the side. Player 1 makes a short dribble and passes it to Player 2, who scores and shoots (see Figure 10.9).

Figure 10.9 Clear cut, Step 9: V-cut for the wing.

Step 10 Wooten/E4850/Fig. 10.9/444626/KE/R1 Player 1 distracts 2 from the wing and pushes the post with a rebound pass onto the target hand presented by the coach. After crossing the bar, 1 and 2 move and try to climb up to the jumper (see Figure 10.10). The trainer matches one of the two and the other disappears to close the gap.

Three Player Perimeter Streak The next step in building a 5v5 offense is to add your third perimeter player to the perimeter drills. The addition of the third player adds final dimension to the scope of the offense. After successfully completing these drills, perimeter players should have a good understanding of their roles both individually and collectively on offense. Step 1 Player 1 moves to 2 and then moves away to 3. Player 3 can make one of three cuts on the screen: (a) V-cut for the top knight (as shown in Figure 10.11), (b) ) V-Cut to Jumper - Cut and go through the back door, or (c) V-Cut and fade to the corner. Player 2 goes to 3 for the score.

1 2

1 Figure 10.11 Three-player perimeter, Step 1: Screen distance. two

Figure 10.10 Clear Cut, Step 10: Move.

Wooten/E4850/Abb. 10.10/444627/KE/R2

10.11/444628/KE/R1 StepWooten/E4850/Fig. 2 Player 1 passes 2 and then gets a screen of 3. Player 1 cuts a V and uses the screen to open the opposite wing (as shown in Figure 10.12). Player 2 has two choices: (a) pass to 1 to the knight, or (b) pass to 3, who reopens to the ball as receiver.

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3 3

Figure 10.12 Three-player perimeter, step 2: back screen.

Figure 10.14 Three-player perimeter, step 4: backwards, background and jump.

10.12/444629/KE/R1 Step Wooten/E4850/Fig. 3 Player 1 passes 2 and gets a screen of 3. Player 1 starts the screen but cuts to the basket as shown in Figure 10.13. Player 2 can make one of two moves: (a) shot 1 on the cut, or (b) shot 3, which opens the ball past the screen.

10.14/444631/KE/R1 Step Wooten/E4850/Fig. 5 players 1 flat 2 from the wing. Player 2 gets a back screen of 3 if he moves up and uses the screen to open on the opposite wing. Player 3 opens his back to the ball (see Figure 10.15). Player 1 can either (a) skip the pass to 2 or (b) hit 3 towards the ball.

1 2

Figure 10.13 Three-player perimeter, step 3: cutting the basket.

Figure 10.15 Three Player Perimeter Step 5: Shallow to Back Screen.

10.13/444630/KE/R1 Step Wooten/E4850/Fig. 4 Player 1 matches 2 and gets a backscreen of 3 (as shown in step 2). Player 2 spins the ball to 3, now at the end, who passes it to 1, now at the left end. Player 3 then gets a backscreen of 2 and a jump pass of 1 to the right wing shot (see Figure 10.14). Use this exercise as your players get into the habit of only defining one perimeter per possession.

10.15/444632/KE/R1 Wooten Step/E4850/Fig. 6 Player 1 matches 2 and gets a spine shield of 3, which uses it to open on the long wing (as shown in step 2). Player 3 opens to the ball. Player 2 swings the ball to Player 3, who fakes a kick past the defender. Player 3 enters and passes to Player 2, who is preparing to shoot (see Figure 10.16).

Man to man attack 141

Figure 10.16 Three-player perimeter, step 6: backscreen, penetration and advance. 10.16/444633/KE/R1 Step Wooten/E4850/Fig. 7 Player 1 eliminates 3, who then gets a backscreen of 2 (see Figure 10.17a). Player 2 opens after setting the screen and receives 1's pass. Player 2 starts towards 3, who makes a strong cut to the basket and then disappears into the corner for 2's pass and knight (see Figure 10.17b).

After working 2v0 and 3v0, you can introduce defensive players to drills and play 2v2 and 3v3. Sometimes you may want to limit the number of dribbles offensive players can make, or set a minimum number of passes they must make before attempting a shot (excluding layups). This will help keep offense in control and playing at a pace that encourages players to read defense and move with purpose. Remember, your hardest task will be to slow them down so they don't miss scoring chances.

Post-game development drills The post-game movement offensive usually involves two players. Occasionally we use four wingers and a pole player to open up midfield and create more space for attacking players. Balance and distance are just as important on the bar as they are on the girth. When we play with two post players, we usually maintain balance by having one player at the high post and one at the low post, each on a different side of the lane. This widens the defense and gives the posts plenty of room, which helps both when they work together to open up.

Two Player Post Series These are the drills we use to get our two players to work together as a unit. Note that one trainer (C) acts as the perimeter passer on each of these exercises.

a 2 Wooten/E4850/Abb. 10.17a/444634/KE/R2 3

b Figure 10.17 Three-player perimeter, step 7: (a) drive and (b) fade. Wooten/E4850/Fig. 10.17b/444635/KE/R1

Step 1 Player 4 starts at the high post and walks diagonally down to 5 who carves a V and shoots to the high post for the perimeter pass. Player 4 opens up for the ball and saddles his imaginary defender on Power 5 (see Figure 10.18).

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Figure 10.18 Two-player posts, Step 1: Screen down, clip up.

Figure 10.20 Two-player post, step 3: receiver back on the ball.

10.18/444636/KE/R1 Step Wooten/E4850/Fig 2 Player 4 scores diagonally to 5 who makes a high V-Cut and shoots at the low post. Player 4 opens to the ball and slides up to keep his balance on the bar. Player 4 can wink to catch the ball at the foul line for the knight. The coach passes the shot to one of the two (see Figure 10.19).

10.20/444638/KE/R1 Step Wooten/E4850/Fig 4 Player 4 starts filtering to 5 but immediately goes back to the ball because the defense anticipates the interception. Player 5 runs to the opposite high pole and looks for the knight (see Figure 10.21).

5 C C

4 5 Figure 10.21 Two-player posts, step 4: dummy screen. Figure 10.19 Two-player post, step 2: screen down, low cut. 10.19/444637/KE/R1 Step Wooten/E4850/Fig. 3 Player 4 looks diagonally at 5, who cuts a V and blinks loudly. Player 4 "runs down" because the players at the imaginary back post have changed and rolls back to the ball at the low post (see Figure 10.20). If the pass is not made at the crossbar, the two players maintain balance and distance and continue the screen to be able to open.

Step 5 Player 5Wooten/E4850/Fig starts high and 10.21/444639/KE/R1 slides to the low post. Player 4 maintains balance by starting low and blinking high (see Figure 10.22). The coach can pass either player or wait for a triage.

Man to man attack 143

Figure 10.22 Two-player pole Step 5: Balance the pole. 10.22/444640/KE/R1 Step Wooten/E4850/Fig. 6 Player 5 parries for 4 at the high post (see Figure 10.23a) and then opens for the perimeter pass to the foul line jumper. Player 4 hooks and saddles his imaginary defender on Power 5 (see Figure 10.23b).

one

Each of these later exercises can also be started one screen up as well as one screen down. Remind slicers and sifters to go to the high bar or low bar for balance. Having them blink in the center post area reduces the offensive options the two posts have. For example, if in step 3 4 cuts to 5 and 5 to the center post, 4 cannot return to the ball as there is no room for him to occupy either the high or low post without interfering with 5. Run the options of post with only offensive players first, then add two defensive players. Your next step, after working the perimeter and post players separately, is to include an unprotected perimeter player in the post drills and an unprotected post player in the perimeter drills. This exposes the pole players to what the perimeter players are doing and vice versa, allowing for a better understanding of roles on offense and helping players to function better when you combine all five players. The final step before 5v5 goes live is to run a five-man offense with no defense, focusing on the fundamentals emphasized in the drilldowns and the principles outlined earlier in this chapter. Tell players to get used to playing with each other and get a feel for how to interpret their teammates' defensive and offensive moves. Patience and repetition are the keys to learning and executing movement attacks.

Wooten/E4850/Abb. 10.23a/444641/KE/R1 C 5 Game Motion Attack

b Figure 10.23 Uprights for two players, Step 6: (a) backboard and (b) lining. Wooten/E4850/Fig. 10.23b/444642/KE/R1

5 play is our main attacking move and is mainly used to create structure early on. This structure will help your players develop good habits like distance, balance, and timing. It also gives players a base to fall back on when they start playing without considering the principles you emphasize in the offensive movement. The standard 5 game features three perimeter and two post players, but many variations and options are available to players

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this offense. What you need to stress to your players is that every option and variation they use must include the basic elements of a movement offensive - slash and shield. Begin your offensive move in a 1-2-2 set, with wingers positioned on the side and top of the perimeter, with each block occupied by a pole. The end player must choose a side and stay off center of the field so the defenders guarding the side players cannot steal the incoming pass. To start the attack, the winger passes to one of the wings. After 1 pass to 2, he can cut through the middle and seek the ball en route to the basket, or he can deflect to 3 who then makes a 1-up substitution. When the ball arrives on the wing, the postman looks for the opposing player (5) on the side of the ball (4), as shown in Figure 10.24. Player 5 waits for the screen, V-Slaps to move their defender in one direction, and effectively uses the screen to open up when crossing the lane.

5 Rules of Play Have your players follow these basic principles when making the offensive move, but emphasize the need to read defense before each move: • As a winger, pass on one wing and switch to the other using the screen or the cut basket . Or the point can use the dribbling (shallow cut) to switch with a winger. • As a winger, decrease the privacy on each back-to-back pass. • As a post player, look for the opposite post after a count when a pass is played to the wing on your side. Remind your players that screen availability is just as important as screen availability. They owe it to their teammates to move effectively when one of them is trying to help the other open up.

1 2

Figure 10.24 5 game: cross-screen.

Don't let 5 just run fast across Wooten/E4850/Fig 10.24/444643/KE/R2's lane when he sees the full-back picking up the ball. Not only will he likely be covering, but he'll also take 4 out of play, preventing him from screening and then potentially rolling to the ball as a receiver. If the defense changes at the post, the offensive post players have to "run down". On this play, the screener gets back on the ball while holding the new defender at his back (Figure 10.25). Player 5 stays on the weak side. Again, this is only effective when 4 and 5 work together.

1 2

Figure 10.25 Game 5: Duck.

If the winger passes the post, Wooten/E4850/Fig 10.25/444644/KE/R2, the winger must alternate with the player at the top of the key or move to an open spot on the perimeter while his defender digs into the post. By reading his defender's movement on the beam, the winger can open up to the knight. teach him

Man to Man Attack 145

to tap in the direction your defender's back is facing - that's the direction he wants to go in order to catch the knight. For example, if his defender's back is to the baseline, the winger (2) must move to the baseline for the open vault (Figure 10.26). This makes it harder for the defender to recover and save the shot as they have to swing up to the ball instead of just going forward to cover 2.

If the defender at the post (5) is struggling to shield the 2, the 5 must disappear into the corner and make room between himself and the defender for the shot. If the defender is playing behind the post on the screen, 5 must enclose the screen for the top feed and layup (see Figure 10.28). If winger (2) goes down after passing the ball and the ball is reversed, 2 becomes the receiving post on the outside of the ball while the postman goes to the winger (see Figure 10.29).

1 1

2 5

5 Figure 10.26 5 Game: Moving.

If the winger passes the ball back to the point, Wooten/E4850/Fig. 10.26/444645/KE/R1, the winger must then shield to the pole player (see Figure 10.27), or the pole player must set a background for the winger. If winger (2) shields to the post player, player 2 must open back to the ball after shielding. By reading where your defender is in relation to the screen and using the screen effectively, your post player (5) should be able to open up.

Figure 10.28 5 Wild: peeling cut.

Wooten/E4850/Abb. 10.28/444647/KE/R2 1 2

1 Figure 10.29 5 game: movement. two

Figure 10.27 Game 5: Shield down the wing.

Wooten/E4850/Abb. 10.27/444646/KE/R2

This type of move makes it so difficult to defend against GameWooten/E4850/Fig10.29/444648/KE/R2 5 move attack. This allows you to take advantage of your players' specific abilities (e.g. position perimeter players or have pole players on the perimeter) and put your players in positions they can exploit.

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defense in game situations. Movement has guidelines but is unpredictable and allows enough freedom that the defense cannot expect the same pattern every time.

Special Plays in Game 5 While the core move in Game 5 is triggered by players reading the defense, we implemented planned plays that are choreographed to give the defense a different look and take advantage of the adjustments the defense can make . These projected movements can increase the effectiveness of your attack. We call these Game 5 “Specials”.

1. If 3 does not receive the post power of 5, he moves across the lane to the opposite block, while 4 moves the lane slightly up to make room for him (see Figure 10.31a). Meanwhile, 2 puts his defender in a position where he can (2) use the double wall defined by 3 and 4. Leaving the double wall, 2 looks for 5's pass (see Figure 10.31b). If the 5 doesn't match the 2 coming out of the double, he hits the 1, which makes a V-cut and

1 3

Circle Circle is a play that takes advantage of teams whose pole players are changing. Player 1 uses dribbling to get the ball up the wing. As player 1 does so, 4 blinks up to his elbow looking for the ball and 3 circles the screen for 5 (see Figure 10.30). When the defense acts, there is an instant mismatch between defensive players 5 and 3. The same can be done on the other side with 2 screens to 4.

a 1

Wooten/E4850/Abb. 10.31a/444650/KE/R1 5

4 3

b 1 5

Wooten/E4850/Abb. 10.31b/444651/KE/R2 5

Figure 10.30 Circle. 4

Orange Wooten/E4850/Fig 10.30/444649/KE/R1 Orange is another 5 Game Special. Player 3 starts the game by sorting by 5 and then positioning for the ball. Player 5 becomes the perimeter player and receives the pass from

c Figure 10.31 Laranja. Wooten/E4850/Fig. 10.31c/444652/KE/R2

Man-to-man offense 147

came back to the point. Player 5 then puts a screen on 2 on block and helps him open up for the punch. At the same time, the 3 moves back down the lane and establishes a position on the lower side of the 5 to allow the 4 and 1 to work on the right side in a two-player game when the 2 is not open. Player 4 flashes the lane and puts a screen at the top of the circle for 1 looking for the drive or quickly jumping off the screen. After 1 uses the canvas, 4 rolls towards the ball and attempts to seal off its defender for 1's lining (see Figure 10.31c). If 1 kicks the ball, you have two players (3 and 5) hitting on the weak side and 2 covering the reach defensively.

3 2

one

40 40 is a move offense similar to 5 Game. The main difference is that the 40 uses four perimeter players and one post player, while game 5 uses three perimeter players and two post players. These offenses share many similarities, the most important being the use of screening. Many of the screens used in Game 5 are also used in Game 40. To determine which attacking move is best for your team, you need to assess your people. At 40, players 2 and 3 stand on the extension of the foul line. Point Guard (1) is in the slot (the extended lane line) and Player 4 is in the slot on the opposite side. Player 5 can be on ball side block or weak side block. This is a true movement attack as there is no specific continuity but options for players to use along with a heavy emphasis on distance. For this attack to be successful, players must understand how to set and use spacing, how to use edge cuts, and how to respond to thrusts. The four players on the perimeter are all interchangeable on this offensive. When a pass is made, wingers without the ball must do the following: 1. Reposition. 2. Define or use a screen (Figure 10.32a). 3. Make an edge cut (ie basket cut; see Figure 10.32b).

4 1 Wooten/E4850/Abb. 10.32a/444662/KE/R1 3

b Figure 10.32 40: Perimeter player options. Wooten/E4850/Fig 10.32b/446363/KE/R3 The post also has several options when it comes to a pass. He must do one of the following:

1. Publish. 2. Lower yourself (Figure 10.33a). 3. Define a screen (ball screen or back screen; see Figure 10.33b). As a coach, you need to know your people's strengths to determine what players should do when a post is a backscreen. You may want the post player to set the back screen, step out as the receiver, and then dive back into the block. But you can also have a nearby player who is an effective blocker. In this case, if the pole player blocks for him, he can stay down while the pole takes his place at the boundary. If you use 40, you are emphasizing to your players that they need to distance and distance themselves. Players must then move off the track

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power 4

3 5

The point guard (1) goes to the wing (2) and then does the triage to the opposite post (5). The winger (2) then looks for hit 5, which uses the screen to squint at the high post and possibly an open shot (see Figure 10.34a). If the 5 isn't open, it moves on to the high post where he gets the pass from the 2. Meanwhile 3 screens to 1

one

4 Wooten/E4850/Abb. 10.33a/444663/KE/R2 2

2 3 5

4 5

ab 5

Figure 10.33 40: Post Player Options. 10.33b/446368/KE/R1 Wooten/E4850/Fig make a cut or use a sieve and then they should space, back around the perimeter. The distance allows for backdoor opportunities. Players tend to enter the lane to make a cut or use a screen and then stay there. You need to constantly emphasize the need for space and space. Also, when a drive is made, all players must respond to it as soon as it occurs, not after it is completed.

Wooten/E4850/Abb. 10.34a/444653/KE/R1 2 3

4 1

b 5

Stopping Plays Every offense needs a way to get the ball to the right player at the right time. That's what set pieces are for, so you should use them against one-on-one and zone defense (which we'll cover in Chapter 11). The next four sets allowed us to get the ball to the player we wanted. They can be valuable throughout the game, but they're especially useful when the game is on the line.

Wooten/E4850/Abb. 10.34b/444654/KE/R1 2 1

c Figure 10.34 Power. Wooten/E4850/Fig. 10.34c/444655/KE/R1

Man-to-man offense 149

(who just set the screen to 5 to flash to the highest post), and 1 goes to the wing to fire 5's pass (see Figure 10.34b). If the shot isn't there for 1, 3 goes to the opposite low post to lane 4, which cuts the lane and awaits 1's pass. After 4 makes his cut, 5 pivots to the low post to filter 3, who shoots down the lane in search of 1's pass and the kick. If the kick isn't there, the 3 continues to the point and the offense returns to position to perform their regular rotation, with the 4 and 5 in the low post positions and the 1, 3 and 2 outside the perimeter (see Figure 10.34c ).

Crossing The owner (1) goes to the hard shoulder (3) and cuts and crosses the lane after making the pass. Player 2 cuts the key right after the 5 and right after the 1. Wing (3) can move to 1 or 2 if either one is open on the cut. If not, 3 goes with 5, which approaches the ball (see Figure 10.35a). 1

After 3 hits 5 by stepping on the high post, 3 proceeds to set a screen for 2 leaving the screen for the wing spot just vacated by 3. On the opposite side of the floor, 4 represents the same screen for 1, which leaves the screen in the wing position. Player 5 can then hit 1 or 2 on the wing (see Figure 10.35b).

Inbound The inbound also starts on the pass from point (1) to wing (2). After the pass, 1 cuts and clears 5 and heads for the low post. On the opposite side of the lane, 4 brings his defender to the low post. Player 5 then jumps to the top of the bracket to catch 2's pass (see Figure 10.36a). After 2 hits, player 5, 4 positions himself on the lane and looks for 5's pass. If the pass is not there, 5 swings the ball to 3 on the opposite wing (see Figure 10.36b). After hitting 3, 5 can either dive (go to the free low bar) or set up a screen for 3 to open up to the jumper. 1

2 2

one

5 Wooten/E4850/Abb. 10.36a/444658/KE/R1 2 3

Wooten/E4850/Abb. 10.35a/444656/KE/R1 5 3 4

Figure 10.35 Cross.

Figure 10.36 Input.

Wooten/E4850/Abb. 10.35b/444657/KE/R1

Wooten/E4850/Abb. 10.36b/444659/KE/R1

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New York This piece begins a little differently than the others. Point (1) drips hard from the screen defined by 2 above the top of the button. Player 2 moves on and prepares to accept 1's pass. Player 3, meanwhile, goes under the basket and exits the double barrier defined by 5 and 4 at the low post (see Figure 10.37a). After exiting the screen, 1 returns the ball to 2 above. If 2 is not open to the knight, he swings to 3, which is on the wing after exiting the double screen defined by 4 and 5. Players 5 and 4 then split up and the attack proceeds to the regular five-player rotation (see Figure 10.37b).

1 2

4 5

a 2 1 Wooten/E4850/Abb. 10.37a/444660/KE/R1 3 4 5

b Abb. 10.37 Nova York. Wooten/E4850/Abb. 10.37b/444661/KE/R1

Chapter

attack zone

To attack a zone defense, use a formation that is most effective against the alignment you are facing. Attack an even front zone (two players) with an odd front zone (one player) and vice versa. This allows your offensive perimeter players to get into gaps in defense where they can create offensive opportunities for themselves and their teammates.

Zone Offensive Sets The offensive sets shown in Figure 11.1, a through d, give players freedom of movement. And these sets will help your players properly organize and spread out to attack each of these zone types. Zone Attack Basics Here are some Zone Attack basics: • Fast Interval; attack before they can defend themselves. • Attack on the zone; don't play passively. • Take good pictures. • Play with patience and balance. Teams use a zone so you can shoot quickly.

• Interval and zone division. Have two defenders play one offensive player. • Maintain good posting time and exercise. • Find open areas and climb the jumper. • Track defenders in the zone. • Maintain good rebound position. Beat the offensive boards. • Driving zone. Use dribbles to freeze defenses, create 2v1 chances, or improve passing angles. • Make the defense work by flipping the ball. • Have someone play you in the zone (usually perimeter players). • Use the ski pass. • Look at the basket. be offensive • Use fake passes and fake shots to move the defense. • Dribble away from an area and then fill the area with another player (vacuum principle). • Get the defender as far as possible, lengthening the defense to create gaps and help with reversals. (continually)

151

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Sample Master Practice Plan (continued)

• Communicate. Call a teammate's name if you want to filter. • Use flat cuts to move the ball and zone. • Play outside of the sets. • Level the ground. • Keep a good distance. Perimeter players must use the three-point arc. While the sets themselves are important for maintaining balance, spacing, and organization, the principles you teach your players when attacking a defensive zone are even more important. As with offensive movement, you need to teach your players some basic skills specific to playing against zone defenses. Not all zone defenses you face are exactly the same; However, the principles of playing a zone and playing against a zone are universal. So a basically solid offense should work well against a zone defense.

a 1 Wooten/E4850/Figure 11.1a/444672/KE/R1 4 2 3

Drift Attack We call our core Zone Attack Drift because it's designed to get players to drift into the open spaces and fringes of the zone they're playing against. We like this zone attack for two reasons: (1) it gives us two posts, which helps us attack the zone from the inside; and (2) it assigns basic moves while still allowing players plenty of freedom to apply basic zoning principles (how to enter an opening). Start the drift in front of two guards and always have player 3 go to the wing on the side of the ball. When 1 moves to 2, 3 moves down the lane behind the zone. Player 2 swings the ball to 3 and then deflects it into the open area on the wing opposite 3 (see Figure 11.2). Player 4, who is at the low post on the side of the ball, stands for two seconds, then after 3 receives the ball on the wing, steps back and looks at the post. Player 5 then slides to the center post and the offense is now in a 1-2-2 set.

1 2 Wooten/E4850/Abb. 11.1b/444677/KE/R1

c 1 2 Wooten/E4850/Abb. 11.1c/444678/KE/R1 3

d Figure 11.1 (a) 1-2-2 sets, (b) 1-3-1 sets, (c) 2-3 sets e (d) 2-1-2 sets. Wooten/E4850/Fig. 11.1d/444679/KE/R1

Attack zone 153

Another way to move the zone is by dribbling. After 1 catches the ball on the reversal of 3, he attacks the opposing guard's outside shoulder in the zone and creates a shot for himself or 2 (see Figure 11.4). If the bottom player in the zone comes out to play 2 on the wing, 5 steps up the lane for 1's feed. Player 5 can also (using the same screening techniques as in a man-to-man offensive) the bottom one Players track the zone to help 2 open to the jumper.

Figure 11.2 Drift: Drift to open area. 1

When the ball is reversed (from 3 to 1 to 2), Wooten/E4850/Fig. 11.2/444682/KE/R1, the post stays on the side of the ball (4) for a count of two and then retreats to the other side. The opposite post (5) moves along the lane toward the ball (see Figure 11.3), blinking into the gap behind the defense while keeping his feet active and seeking the wing pass.

Figure 11.4 Drift: Dripping intrusion.

From the original lineup of two guards, player 11.4/444685/KE/R1 1Wooten/E4850/Fig can also match 3 while 4 and 5 intersect in X and deflect 2 to the wing opposite 3 as shown in Figure 11.5. Player 5 then retreats, 4 slides to the low post, and the offense goes back to the Drift 1-2-2 set.

4 2

Figure 11.3 Deviation: Reversal.

Sell your players the fact that they need to move the zone to get a good shot. One of the most effective ways to move the zone is to use the jump pass, a cross pass that crosses the zone. To catch the free pass, the perimeter player must (a) find a gap and not duck behind a defender or get buried along the baseline, and (b) stay behind the three-point arc to create scoring chances three points and extend Defense to open the post players.

Figure 11.5 Offset: X-Cut entry.

Wooten/E4850/Abb. 11.5/444686/KE/R1

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You can also reverse the post's movement and let the low post come at the ball from behind the zone. The advantage of having your players blink at the ball from behind is that they can read and isolate the defender before he is aware of their presence. Additionally, attacking from behind allows the post to flip and achieve an inside rebound position if the cut is denied and a shot is executed. Remind players who blink at the open post that they are passers and shooters. For example, if the defense touches the post, 4 can bounce the ball back to an outside player who advances to the knight. Often the best option for Player 4 is to pass the ball to a weak perimeter player and go into a gap for the shot (see Figure 11.6).

Clear player 1 dribbles to 2 on the wing and 2 flat cuts up to tag 1 in. While cutting, Player 2 can also protect the top guard in the zone to give him 1 more space on the wing. As the ball moves toward the wing, 4 retreat and 5 slide toward the low post (see Figure 11.7).

Figure 11.7 Studs: flat cut.

1 2

Figure 11.6 Drift: jump pass.

The Wooten/E4850/Fig Drift Attack offers the kind of versatile 11.6/444688/KE/R2 capability you need to capitalize on your talent on a given year or a hot hand on a given night. It also gives you a number of alternatives to pull through when faced with tough zone defenses that take away basic attacking options. These additional options give defenses a different look and force them to adapt. Options can also be used to obfuscate plays to confuse defenses. For example, you can give the defense the appearance of making a play when they are actually making another.

Baseline Release Wooten/E4850/Fig. 11.7/444689/KE/R1 Player 4 advances to the bottom baseline on the side of the ball and receives the ball from Player 2. Player 5 then slides from the high post to the post and faces the ball. Player 3 finds the open area on the opposite wing and reads the high post defense to see if he can (3) blink into the open gap (see Figure 11.8).

Figure 11.8 Deviation: Baseline Deviation.

Wooten/E4850/Abb. 11.8/444690/KE/R1

Attack Zone 155

Start

to pursue

Player 5 concedes and leaves the high post to be a perimeter receiver for 2. He (5) can then look inside to let 4 in and seal the low post defender; or he can look for 3 on the weak side, which should find the gap on the weak side (see Figure 11.9). If the pass goes to 3, 4 flashes low next to the ball behind the defense and 5 goes back to the post. Player 4 then backs away from the pole and Player 5 quickly charges forward to create the regular drift move.

Player 1 dribbles the winger as if to circle him to the other side. When 2 falls past the zone, it V-cuts back to the corner, as shown in Figure 11.11. Player 1's ball fakes to 3 to convince the zone that 2 is moving down the lane.

Figure 11.11 Distraction: Pursuit. 4

Halt

Wooten/E4850/Abb. 11.11/444693/KE/R1

Figure 11.9 Bypass: enable.

Kreis

Wooten/E4850/Abb. 11.9/444691/KE/R1

The perimeter movement in the circle option is just as effective against a zone as it is against an individual defense. Player 1 dribbles at any player on the wing and circles him to the opposite wing. The wing on the weak side then replaces the tip (see Figure 11.10). This has been very successful for us in getting bids for the right players.

After the 1 enters the drift train with a pass to the 2, the 2 goes back to the 1 looking for the breakthrough at the top of the zone. Player 2 moves across the lane under and behind the opposite bottom post to the far corner while Player 4 aims a screen at the bottom fielder to help 2 open up from the baseline. Player 1 matches 3, who is looking for 2, who leave the screen (see Figure 11.12). The timing is very important. If 2 isn't open, 3 can beat the 4 going up the lane when the zone changes and deny the pass to 2. Player 3 should also look for a 5 flashing in the middle for the short jump. 1

Figure 11.10 Deviation: Circle.

Wooten/E4850/Abb. 11.10/444692/KE/R1

Figure 11.12 Redirection: wait.

Wooten/E4850/Abb. 11.12/444694/KE/R1

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If 3 doesn't hit either receiver, he plays back to 1. Player 2 then goes the other way back past the zone and everyone goes back to the drift set.

4 2

Dual Screen This option starts with 4 and 5 stacked on the right block; Player 3 stands on the left block. Player 1 dribbles to the right and Player 2 slices flat up. Player 3 uses the double screen of 4 and 5 to open in the right corner. As the ball goes to 3, 4 5 decreases and looks for the pass (see Figure 11.13). After sorting, the 5 opens to the ball and seeks the post feed. If nothing is available, 3 returns to 1 and runs the baseline, using 4 and 5 to help you open on the opposite side.

5 4

5 3

Figure 11.14 Deviation: 3 sets.

Wooten/E4850/Fig. 11.14/444696/KE/R1 2 sets

This option starts with 2 and 4 stacked on one block and 3 and 5 stacked on the other. Player 1 chooses a side, which allows the perimeter player in the ball side stack (2 in this case) to make the center cut and become the best player in the hitting zone. Players 4 and 5 try to protect the low post players to help clear the perimeter players (see Figure 11.15). After sorting, 4 and 5 should attempt to seal and intensify the runway for refeeding. The 3-set and 2-set options are particularly useful when attacking a zone defense, as they force the defense to adjust to the set, thus changing the defensive alignment. If the

Figure 11.13 Drift: double screen. 1

3 Wooten Set/E4850/Fig 11.13/444695/KE/R1 This option starts with 2 and 4 stacked on the strong side's elbow and 3 and 5 stacked on the weak side's block. Player 1 dribbles to the right while 2 breaks to fill the gap at the top vacated by 1. Player 4 can help 2 or 1 open by chasing the top defender in the zone. Player 5 blocks the low quarterback to open 3 at the perimeter and then open for the ball (see Figure 11-14).

Figure 11.15 Bypass: 2 sets.

Wooten/E4850/Abb. 11.15/444697/KE/R1

Attack zone 157

The defense does not adapt, some players will be unprotected to facilitate scoring chances. Playing outside of these sets also creates overload situations for your team and creates confusion in the zone. Finally, these sets allow your pole players to attack the zone from behind, flash open areas on the lane, and protect the zone to produce shots for your perimeter players.

Versus an Odd Front Drift can be used to attack a 1-2-2 zone by making an adjustment to your perimeter players. Player 1 chooses a side and pushes the side to the corner. The opposing wing (3) then "tilts" the attack to create a two-guard front. He stays behind the 1 to create a good passing angle to prevent the defense from stealing the ball across the passing line (see Figure 11.16). By zoning and overloading the wing, you've essentially shifted the defense into a 2-2-1 zone. Your players must now follow core zone principles to attack defenses. When reversing, 3 strong dribbles to the corner, 1 follow and 2 leans to get behind the ball. Rod movement continues as in Drift, but you can flash the opposite pole to give overhead.

Other Zone Violations All of the following zone violations follow the same zone principles discussed at the beginning of the chapter. They offer different options when an opponent sees movement in their default offensive zone.

Hold Hold is a continuity offense that we use as an option instead of drift. In this attack, 1 starts at the top and chooses a side. Players 2 and 3 are positioned on the wings. Player 5 is at the high post and Player 4 is at the near post. The 1st player lets himself be played and then passes the ball to an outside defender. When 3 gets the ball, 5 rolls to the strong side block (referred to as the war zone) where it has to be a greedy receiver. Player 4 is on the strong side (if 1 chooses the opposite side of 4, 4 must run to reach the strong side), while player 2 shoots at the high post (Figure 11.17). Player 3 enters the zone while Player 1 fills in behind him. If 3 is still on the device, it will first look for 4 and 5 below. Note that 5 doesn't have to be a goalscorer, but has to post strong; We use the term post depth. This opens up lanes for other people. Some of our best passers were set.

Figure 11.16 Drift: against an odd front.

Wooten/E4850/Abb. 11.16/444698/KE/R2

Figure 11.17 Hold: roll and step.

Wooten/E4850/Abb. 11.17/444724/KE/R1

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If 3 cannot pass deep, he returns the ball to 1. When 1 catches the ball, he first looks for a pass to Player 5, which seals his opponent at the low post. If 5 isn't open, 1 dribbles across and passes to 2 while 5 continues with strong side block and 4 runs with the baseline or a crease cut. If the ball is denied on a double cut against 4, 2 quickly returns to 1, who then uses 4 as a ball guard (Figure 11.18). Player 1 can pull up and shoot, kick for 3, or throw for 5.

Tight 4 In Tight 4 Offense, Player 1 attacks the outfielder in the zone and gets someone to play him. Player 5 comes into the short corner after 1 attack while Player 2 stays about 10ft from 1 for the reversal. Player 3 rolls into the block while player 4 drives into the open area by the high post. When 1 switches to 5 in the corner, 2 switches back to the opposite wing. Player 5 returns to 1 and 1 dribbles to 2 and turns the ball over (Figure 11.20). The same movement is then repeated on the opposite side.

1 2

2 3

5 4 4

Figure 11.18 Hold: dribbling penetration and reversal.

When a Wooten/E4850/Fig throw begins against an odd front (e.g. 11.18/444725/KE/R1, a 1-2-2 or 3-2), Player 1 begins that attack by throwing strong dribbles away from 5. Player 5 then steps forward to receive the pass. Player 5 first looks for a low pass to 4 who locks off his defender for a lob. When not open, the 5 makes a quick reversal to the 3. When this occurs, the 5 dives into the war zone and the normal waiting pattern continues, with the 4 releasing in a wavy cut or a short corner cut (Figure 11.19). 1

Figure 11.19 Hold: Release against an odd front.

Wooten/E4850/Abb. 11.19/444726/KE/R1

Figure 11.20 Dense 4.

Emphasize to players that they need to get someone to play them. Receivers have to be greedy, want the ball, and run for it on the pass. Remind the sentry to appear late after the guard attacks.

Shield This continuity attack is best for a two-player team who can post and attack. Player 1 chooses a side and has it played by a defender before switching to Player 2 on the wing. The weak side post (5) is buckled in the high post area. The strong side post (4) can either stay in the short corner or duck into the low post. In the reversal from 2 to 1, 5 sprints into the short corner. Player 4 is looking for a high low pass. If it's not there, it continues blinking to the highest pole (Figure 11.21). This crossing action moves the back of the zone and allows lanes.

Attack zone 159

1 3

Figure 11.21 Shield.

a 1

Wooten/E4850/Abb cutters. 11.21/444731/KE/R1

This zone attack is best when your 2, 3, and 4 players are all similar in skill. Also, Player 1 must be a good shot. The Cutters attack uses the same starting setup as Hold (described above). Player 1 starts at the top and chooses a side. Players 2 and 3 are positioned on the wings. Player 5 is at the high post and Player 4 is at the near post. Player 5 rolls to the low block while 1 moves to one side and hits 2. Player 4 is on the strong side (when player 1 goes to the opposite side of 4, 4 must run to reach the strong side). Player 2 looks in and returns to 1 or jumps to 3. Player 2 then cuts in front of 5 (coach should emphasize this point because most players want to cut backwards) and searches for the ball (Figure 11.22a). If 2 is not open, 1 looks to 5, which seals, and 4 replaces 2. If the jump pass was made to player 3, he attempts to feed the post, throw to 2, or drive. Reversing the ball cuts into the short corner over the top of the war zone while 5 attempts to saddle his defender and 2 replaces 3 (Figure 11.22b).

Zone-Defined Plays As mentioned in Chapter 10, along with regular offensive rotation, you want to have defined plays in your repertoire. Standard games can help clear a specific player for a shot. Here are some moves that we've used extensively over the past few years.

Wooten/E4850/Abb. 11.22a/444734/KE/R1 4 3

b Fig. 11.22 Cortadores. Wooten/E4850/Abb. 11.22b/446380/KE/R1

63 This game begins in a shared offensive zone formation with a point guard (1), two wingers (2 and 3), one post at the foul line (5), and the other post at the low post (4). The point guard begins play by going to the intended pitcher's side, who must be on the weak side. In this case it is 2. If 2 gets the pass, 5 dive next to 2 (see Figure 11.23a). If there are no options, 2 swings the ball back to 1, who takes it to the opposite side and passes it to 3. After 2 plays him back to 1, Player 2 drops to the baseline and prepares to make the cut. The two posts, meanwhile, cut to the opposite side to the ball (see Figure 11.23b). As soon as 3 gets the pass from 1, he looks inside. If there are no options, it defaults to 1 again. Here's the new one

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the crease enters. The point guard dribbles hard to the opposite side while 3 screens are on the top side of the zone and 4 screens are on the bottom side. Player 5 cuts to the opposite side. Player 2 gets under the basket and off the screen, and 1 jumps a pass to 2 for the open knight (see Figure 11.23c). 1

Roda Roda starts with the point guard going to the strong winger (the same side his low post, 4, was set up on). Player 1 dribbles to the wing while Player 2 crosses the lane to position himself in the opposite corner and Player 3 moves to the wing position (Figure 11.24a). The ball is then turned back on 3 while 5 screens the defensive player plays in first zone position. The 3 players attack off screen looking for the shot. If no kicks are available, Player 3 can continue past 4, creating a second wall against the defense (Figure 11.24b).

one

1 2 Wooten/E4850/Abb. 11.23a/444699/KE/R2 3 4 5

a 3

1Wooten/E4850/Fig5 11.24a/444702/KE/R2

b 1 Wooten/E4850/Abb. 11.23b/444700/KE/R2 3

4 5 4 2

b Abb. 11.24 Roda Wooten/E4850/Abb. 11.24b/445635/KE/R2

c Figure 11.23 63. Wooten/E4850/Fig. 11.23c/444701/KE/R2

Attack zone 161

Rad 2

Rad mit UCLA-Option

The wheel attack can also be performed from a front of two guards. This is a very simple attack that can be useful for a team with limited training time. It can also be used against Manto-Man defenses. Player 1 hits 3 and then makes an edge cut (runs to the basket) while 2 replaces 1. Once 1 is in the middle of his cut, 4 cuts on the edge. Player 1 fills in the space left by Player 2 (Figure 11.25a). Player 5 slices into the open area after 4 reaches the edge. Player 5 goes to the block if he does not receive the ball first, and Player 4 returns to his original position (Figure 11.25b). Player 3 can try to drive at any time. Emphasize to the players that all cuts must be made one after the other (vacuum principle).

For the wheel option with UCLA, 1 meets 3 and then cuts the rim. Player 4 cuts after 1 and 2 replaces 1 (Figure 11.26a). After 5 cuts, he sets a screen to 2 (Figure 11.26b). Player 5 then goes out to receive a pass from 3 (Figure 11.26c). If 5 has no scoring option, 5 passes back and the turn starts over.

one

3 1

2 Wooten/E4850/Abb. 11.26a/444752/KE/R1 3

a 2 1 Wooten/E4850/Abb. 11.25a/444749/KE/R1

1 Wooten/E4850/Abb. 11.26b/444754/KE/R1 4 5 3

Figure 11.25 Roda 2. Wooten/E4850/Fig. 11.25b/444750/KE/R1 Roda 3

In this version of the roda, player 3 turns the ball on 2 and player 2 turns the ball on 1. The move is then repeated.

Figure 11.26 Wheel with UCLA option. Wooten/E4850/Fig. 11.26c/446381/KE/R1

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Wheel with UCLA Option 2 On the second wheel with UCLA option, 3 matches 2 if 2 is open or 5 if 2 is not open. Player 3 drops the screen on 2 and 5 hits 2 off screen or 3 in a dive. If neither 2 nor 3 are open, 5 resets to 1 and wheel motion begins again.

Counterattack When using Counterattack, players start in the usual formation with three guards, one high post and one low post. The point guard starts going to the weak side, hitting hard for the 3 on the side. The 2nd player replaces 1 at the attack point and shades the side of the ball. As 1 dribbles into the wing position, 3 begins cutting through the center of the zone (see Figure 11.27a). 1

like 2 1

Wooten/E4850/Abb. 11.27a/445703/KE/R2 5 3

b Abb. 11.27 Contador. Wooten/E4850/Abb. 11.27b/445704/KE/R2

Player 1 then swings the ball back to 2. When 2 catches the ball, the high post (5) protects the inside top of the zone. At the same time, 3 comes up (instead of going to the opposite wing) and protects the inside of the zone from 5. Player 2 starts driving alongside as if going to the opposite wing. He then changes direction and jumps between the two screens around the foul line (see Figure 11.27b).

Wrinkle Wrinkle is actually a rotation designed to force the zone to move, which inevitably leads to openings for passes, shots, or hits. The move starts in the same formation as the counter. High post player 5 should be the player you want as a permanent post, while low post player 4 should have more flexibility to approach the basket and play as another winger if needed. In this game, the low post can start in the usual position or in the short corner, which is several yards from the lane towards the corner of the court. Dot (1) starts the game by dribble to the strong side and switches to 2 on the side. If the 4 was not in the short corner from the start, he should now fill it and look at the wing (2). The High Post (5) rolls low and posts across the block. The 2nd player on the wing checks if the pass to the post is available (see Figure 11.28a). If the pass is unavailable, 2 swings the ball back to 1, who heads to the opposite side of the zone. Immediately after going back to the point, 2 cuts the zone to the opposite corner. Player 5 cuts just behind 2 and runs towards the ball looking for 1's pass. If 1 cannot match 5 on the lane, he looks to 3 on the wing. When 1 goes to 3, 5 posts over the block on that side of the lane while 4 fills in the lateral space on the weak side that 2 vacated when cutting the zone (see Figure 11.28b).

Attack zone 163

If the 3 fails to penetrate or pass the 5 at the crossbar, he swings the ball back to the 1 and play reverses again. Player 1 moves to the opposite side of the zone while Player 3 cuts to the opposite corner after passing the ball. Meanwhile, 5 flashes down the lane, looks for 1's pass, and then posts over the block as 1 overtakes 1

to the wing, which is now occupied by 4. Player 2 then appears on the weak wing, should play back like this (see Figure 11.28c). The key to making this game work is the continuous movement of the ball, causing the zone to adapt. As you move the ball and continue the rotation, you should have plenty of options for penetrating shots or passing for open shots.

up to 3

In this set, player 1 passes to 2 and then cuts hard sideways where 1 gets the ball back from 2. Player 5 rolls to the block and sets up a privacy screen. Player 1, a good shot, forces the losing player outside the zone to come out and tag him. Player 4 moves to the baseline or across the screen for a shot. Player 3 runs to the foul line (Figure 11.29).

a 1

Wooten/E4850/Abb. 11.30a/445709/KE/R1 3 2

Figure 11.29 Ate. 1 Wooten/E4850/Fig. 11.30b/445710/KE/R1 3 4

5 2

c Figure 11.28 Ruga. Wooten/E4850/Fig. 11.30c/445711/KE/R1

Wooten/E4850/Abb. 11.35/444737/KE/R1

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Power In this set, Player 1 punches Player 4's side and goes to the opposite side. Player 5 sets a screen to 2 near the top of the button; 2 must use the screen while cutting to the opposite corner. After the screen, 5 rolls to the low block on the strong side while 3 slices to the block on the weak side. As 5 rolls onto the block, 3 blinks loudly and 4 looks

a 1 Wooten/E4850/Abb. 11.29/444739/KE/R1 3

to 5 in the follow-up. If he's unavailable and the 3, now at the elbow, gets the ball (Figure 11.30a), he'll look for the high-low for 5, or a quick backdoor for 1. If the 1 doesn't get the pass by the time he gets the Block, he replaces the full-back. After 4 screens for 2, player 4 gets a flexible screen of 5 (Figure 11.30b). Player 3 is looking for 4 to come across the lane for an easy basket. If 4 is not open, 3 becomes 1 and then enters the slot. Player 5 transitions to strong side block while 2 cuts to weak side block; 2 then flashes to the elbow of the strong side (Figure 11.30c). Player 1 looks for 5 below or 2 at the elbow. When 2 gets the pass, he looks up-down at 5 and at 3, who cuts back. If no options are available for 2, the pattern will be repeated. On the power set, offense can use multiple inputs to give a different look to defense. At the entrance to the high stack (Figure 11.31), Player 1 has the ball on top, Players 4 and 5 are elbow-stacked on the strong side, and Players 2 and 3 are elbow-stacked on the weak side. At the signal, player 4 breaks to the strong side's wing, 5 breaks to the free-throw line, 2 breaks and 3 breaks to the opposing side's wing.

fifteen

Wooten/E4850/Fig. 11.30/446379/KE/R1 1 3 2 Figure 11.31 Performance: high input stack.

c Figure 11.30 Performance. Wooten/E4850/Fig. 11.31/444740/KE/R1

Wooten/E4850/Abb. 11.31/444741/KE/R2

Attack zone 165

In high-stack cross-entry (Figure 11.32), players position themselves in the same way as in high-stack entry. When 5 moves back to the free-throw line and 2 breaks high, players switch 4 and 3, with 3 moving to the strong wing and 4 moving to the weak wing. 1

Zone Attack Drills We prefer to have our team apply the same principles on different sets rather than perform a different attack for each zone we face. To do this, players must be aware of the zoning principles outlined on the previous pages. After teaching the principles of zone attack, the best way to work on it is to have players apply it in zone situations. Again, we suggest breaking things down into Post, Perimeter, and Teamplay.

Bohrstation

Figure 11.32 Performance: Stack cross input high.

Finally, in the offset entrance (Figure 11.33), Wooten/E4850/Fig 11.33/444742/KE/R1, Player 1 starts the ball up again and his teammates are offset; 4 and 5 are stacked on the strong side block and 2 and 3 are stacked on the weak side elbow. From here 4 shots on the strong wing, 5 stops in the block, 3 blitzes on the high post and 2 shots to the corner. Player 1 moves on the wing to 4 and then goes to the opposite side. Each of these entries leads your team directly to the Powerpool.

The first area we look at is the correct movement of post players against a zone. Proper pole movement is critical as a defensive zone often gets in the way of the pole area. We work our post players against two basic zone sets.

Two posts against Zone 2-3 or 2-1-2 backs From the positions shown, offensive players work to protect each other, blitz into open areas (preferably on the lane), get on the baseline and on the Basket and saddle face the defenders (Figure 11.34). You should try to work as a two-player team. A coach and two managers simulate perimeter passes.

2 3

5 4

Figure 11.33 Performance: Stepped input.

Wooten/E4850/Abb. 11.34/444743/KE/R1

Figure 11.34 Postal zone station: two in blocks.

Wooten/E4850/Abb. 11.37/444712/KE/R1

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Three Base Players vs. 3-2 or 1-2-2 Zone Defense Along the baseline (see Figure 11.35), the pole players work on the same principles as in the previous exercise.

Figure 11.36 Border zone station: in front of two guards. Wooten/E4850/Fig. 11.36/444714/KE/R2

Three Perimeter Players Against Top of Zone 2-3 or 2-1-2 Figure 11.35 Station after zone: three on baseline.

Peripheral drill 11.38/444713/KE/R1 Wooten Station/E4850/Fig

From the positions shown in Figure 11-37, offensive players work on jump passes, aim for gaps, and look for knights.

In their drills, perimeter players should focus on using dribbles to penetrate; Split gaps between defenders and seek the short throw; Trying to absorb two defenders and then pass to a teammate in an open area; throw the jump pass through the zone; and triage of perimeter defenders in the zone.

Two wingers against the top of the 3-2 or 1-2-2 zone. Offensive players work in the gaps, appear to shoot (unprepared), lean (overload the zone), fake shots, and fake passes. Coaches in the corners simulate baseline passing (see Figure 11.36).

Figure 11.37 Perimeter Zone Station: single protective front. Wooten/E4850/Fig. 11.40/444715/KE/R1

Individual Zone Shooting Move players to different points on the course. The player starts with the ball, throws it to a coach or teammate, and then passes back for the shot (see Figure 11.38).

Attack zone 167

Figure 11.38 Perimeter Zone Station: Return to Fire. Wooten/E4850/Fig. 11.38/444716/KE/R2

Figure 11.40 Perimeter Zone Station screen and recording. Wooten/E4850/Fig. 11.43/444718/KE/R1

Zone penetration and dish off work

Footwork appropriate for jump shots

The attacker advances on the defender's outside shoulder and passes to the wing for the kick, as shown in Figure 11.39.

Have the wingers prepare for the 2nd and 3rd sets described earlier in this chapter and practice proper footwork to throw their shots. You can edit both sides of the square at the same time (Figure 11.41).

Figure 11.41 Perimeter zone station: 2 and 3 sets. Figure 11.39 Perimeter zone station: bearing and tilt.

Wooten/E4850/Abb. 11.39/444717/KE/R3

Perimeter screening works

The winger protects the guard in the zone, allowing for penetration and a point kick (see Figure 11.40).

Team-Bohrstation

Wooten/E4850/Abb. 11.41/444719/KE/R2

Once players have learned and executed the principles of zone attack in the post and perimeter drills, they can move on to team drills.

Breakdown Drills for Pole and Perimeter Players Work on the Jump Pass and Clearcut, Circle, and Chase options detailed in the Drift Offensive section at the beginning of the chapter.

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4-on-4 Box Attack Versus Diamond Defense Work through all of the zoning principles from the set shown in Figure 11-42.

Figure 11.42 Box versus diamond.

Wooten/E4850/Abb. 11.45/444720/KE/R1

Diamond Offense versus Box Defense 4-on-4 Emphasize seam entry and other zone principles from the ensemble shown in Figure 11-43.

Figure 11.43 Diamond versus box.

Wooten/E4850/Abb. 11.46/444721/KE/R1

Four offensive players versus a 2-3 zone advantage is given to defense, forcing the offense to work hard. Good ball and player movement is required.

Improving Offensive Teamwork Whether you're launching a solo attack or a zone attack, teamwork is the key to success. And much of the responsibility for developing attacking teamwork rests with the coach. We have to convey to our players how important it is to play together. We have to convince the players that the team will achieve much more if nobody cares who gets the credit. To do that, we have to sell the players that if the team does well, everyone goes to the city center together. But if only a few individuals do well, the team gets nowhere. In clinics, trainers often come up to me and ask about the secret attack, the magic defense or the out-of-bounds trick. I tell them I don't think there is; Instead, I advise them to work on developing their players' teamwork and implementing offensive and defensive fundamentals. These things are far more important than any brilliant training tactic. The tactical side of the game is important, but it goes beyond the Xs and Os that champions develop. It's about having a one-on-one conversation with a player, identifying and avoiding problems early on, convincing his players that the team comes first, holding team meetings, finding motivational poems that emphasize teamwork and character, learning to supervise, work hard to help the players get scholarships, emphasize off-season training and do all the little things that help build a special relationship between the players and you - their coach. Vic Bubas, former Duke University coach, told me that as the Atlantic Coast Conference tournament approached, he stayed as positive as possible to put the players in a positive, confident mood. He would tell his players, "Wow, you look good. I've never seen you stronger. You are recovering well. That his players believed in him is evident in the excellent record set by Vic in ACC tournament play. When you show confidence in your players, you will be amazed at how much player confidence increases and what kind of rewards it can bring.

Chapter

Clock and entrance situations

We cover fastbreak, man-to-man, and half-court zone offenses. One or all of these three strategies make up the bulk of your offensive offense in any given game. The rest of your offense is how you handle special situations like possession when the clock is a factor and inbounds are playing.

Timing and scoring tactics A team's performance in the final minutes of the game is a huge factor in the team's success. Whenever your team is in the last three minutes of a game, your players must follow the rules below to help them control the situation. • Maintain constant mental focus and balance. Good players do it under pressure. • Stay in your offensive pattern and keep moving and working towards a good shot (movement is crucial to shake up the defense). • Read the defender on every pass and anticipate defensive play. • Go in more than usual for high percentage shots.

• Reach the foul line while applying constant basket pressure to the defense. Fake shots are money in the bank. • Be active on the offensive boards. The second and third shots are the most critical at this point. • Save three time-outs for the end of the game. These rules will only work if your players are in excellent physical condition and you have spent time working through these different situations in practice.

Stay in the lead If your team is in the lead in the final three minutes of the game, have your players look for layups or free kicks. While it might seem better to just spread it out and beat the clock, you should never completely ignore the thought of scoring an offensive goal. I've seen too many games lost when the offensive team tried to freeze the ball and actually played for a win rather than a loss. In these situations, the offensive played so cautiously that the defense actually had the upper hand. Always let your players attack the defense and try to score. However, in the final three minutes, players will have to wait patiently for just 169

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the very high shots that lead to an easy field goal or a foul.

Defending with a lead If you're three or more points ahead in defense in the last few seconds, you're forcing your opponents to run into the dribblers and not allow three-point attempts. In these conditions, you want your players to get beaten at dribbling as this forces the offensive players into the three-point arc. At the very least, it will force offense to make more passes to land the shot. If you're able to force offense to attack with the ball, you also need to make sure your wingers don't deviate from your players to prevent intrusion. Otherwise, the players guarding them can locate the bow for the three-point shot. You can also break up the structure and timing of the attack in the final seconds by pressing or teaming up to create hasty spins or kicks. For example, your players can run and pair with the opponent's best outside shooter while rotating to hit passes in perimeter, leaving the posts open for just a two-point shot. With more time on the clock, ask your team to focus on making three consecutive stops on defense to increase their lead. Remind your players that a team that's behind can give up offense and start with deep threes, which can result in long rebounds. Also, remind your players to play at their own pace; Scatter play by an opponent can lead to scatter play by your own team. (See Chapters 13 through 16 for complete information on defensive skills and strategies.)

From behind If you're behind in the last few seconds and have the ball, the strategy is the same as with a lead. Your team should be looking for a layup or maybe a six-foot, but it is

better to call a foul in this situation. By going to the line, your team can gear up defensively, save valuable time, and score in the process! If more than two points behind, the defense will be expanded to prevent the three-point shot. In this situation, you must read the time and the situation on the scoreboard to determine whether to make the two-pointer or attempt the three-pointer. If you're four or five points down, you still need two possessions to tie or win the game. So it might be wise to go for two points if they can be scored quickly. Other factors influencing your decision are • the remaining playing time, • the number of time-outs you have, • your personal foul situation, • how well the opponent shoots from the foul line, • who shoots well for you and • if you attack them defensively. I warned him not to go for the three-point shot too early. I've seen teams step out of a game by forcing difficult three-point shots to win back all the points at once. You won't recover all points at once, so you need help from your defense.

Defending Behind Your defense has a lot more to do for you than your offense in this situation. The offensive team will likely spread and move away from the basket, meaning your defense is more likely to get layups from steals. When your team is at a disadvantage, your players need to defend tenaciously and give the opponent only one chance to score per possession. Within 30 seconds, another good recovery tactic is to foul opposing players off the free-throw line with poor shooting rates. Obviously the best way to handle the final minutes of a game is to take control of the game early in the fourth quarter.

Bar and input situations 171

Last Minute Games We have three timing and scoring games that our teams use quite often in the closing stages of a game. We call the pieces Victory, UCLA and 4-C. They are effective against a one-on-one or zone defense. Other things being equal, we recommend picking the playstyle that your team performs best and is most comfortable with. Other factors, such as the opponent's defensive orientation, must also be taken into account. Occasionally we'll call a play, see what defense we're up against, call another timeout, and switch to another play.

he can get the postfeed from the guard in the corner or intercept 1's penetration pass. In the second option, Player 1 dribbles to the right and Player 5 walks to form a two-man front. As the 5 goes into guard, the 2 and 4 set up a double screen on the ball's side block and the 3 uses the double screen to open in the right corner. Player 1 must look at Feed 3 for the shot (see Figure 12.2). If 3 leaves the screen, 4 can roll and be a post-up player; 2 can drop back to the opposite wing and seek 1's jump pass when the defense shifts to the far right.

Victory "Victory" begins in a 1-4 formation with Players 5, 4, 3, and 2 along the baseline and with Player 1 (or another designated player) leading his defender 1-on-1 from the top of the bracket takes. When 1 enters, he must be ready to take the shot or go down if the other defenders help. Two options can be run with this set to create shots for offensive players. In the first option, when 1 tries to invade, its pole players shield for the guards to open up by going into the corners. If one of them is open, 1 hits that player with a pass (see Figure 12.1) and the player moves into position and shoots. After 4 and 5 have tracked they should open to the wing again to see if

Figure 12.1 Victory: Option 1.

Wooten/E4850/Abb. 12.1/444756/KE/R1

Figure 12.2 Victory: Option 2.

UCLA Wooten/E4850/Fig 12.2/444757/KE/R1 The second part is called UCLA. I added it to our manual after seeing it done so successfully by John Wooden's teams at UCLA. This game starts with a two player front where 1 hits hard into 2 and 2 cuts flat to replace 1. While this is happening, flash 3 to the wing to be a receiver and flash 4 from behind to the high post to clear the left side of the knock down. Player 1 meets 4, who then seeks out 2 by sneaking through the back door (see Figure 12.3). If 2 isn't open, it disappears in the corner and 1 and 3 level the floor.

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Figure 12.3 UCLA.

Figure 12.5 4-C: Exchange.

4-C

Opportunities for full-backs when Guards Wooten/E4850/Fig 12.5/444760/KE/R1 have the ball. In a guard-guard pass, the point guard who passed the ball switches sides to his side (see Figure 12.5). This requires offside assistance and can open up more backdoor opportunities for players across the field. Again, remind your off-ball players to never stop moving and your ball handlers to be on the lookout for cutters. When there is trouble because a player has caught his dribble and is under pressure, the high post player must let go, find the open area, and be a receiver (see Figure 12.6).

Wooten/E4850/Abb. 12.3/444758/KE/R1

This game, 4-C, allows for a lot of player movement and makes him work to get and seek the goal. The starting lineup is like a 2-3, with a two-man front, a high post and two wingers. Whenever a player passes to the wing on one of the guard positions, he must cut to the basket. When that happens, the off guard replaces him, and the off guard fills the guard position (see Figure 12.4). Keeping offense high (above the foul line) eliminates assist side defense and creates a back door

2 2

3 5

Figure 12.4 4-C: Protection passage.

Wooten/E4850/Abb. 12.4/444759/KE/R1

Figure 12.6 4-C: Screenshot.

Wooten/E4850/Abb. 12.6/444761/KE/R2

Bar and entrance situations 173

If one of the wingers has caught his dribble and is in trouble, the ball-side guard will look for the high post to make him the receiver. The screener (2) then hugs the ball to be a receiver after the screen. Now 5 is a guard and 2 is a high rank. This might be a situation you want to create when you have a discrepancy that you can exploit late in the game. If 5 is in the middle, it's your safety valve when a receiver is needed. He can also create the back door for himself by getting high and reading the defense when falling overboard. Movements like these are crucial for an offensive in timing and scoring situations.

should be your best long-distance passer (usually the 1st player). Make sure the inbounder knows if they can walk the baseline or if they need to stay in a specific spot. When the inbounder hits the ball, 4 shield back to 5, who reads the defense and makes his cut. Player 4 then flashes to an open area. After a count (after the ball is hit) 3 sets a background screen for 2 reading the defense and making his cut. After sorting, player 3 looks for the open area to flash (see Figure 12.7).

Last Second Plays When a team scores a field goal and is under 10 but over 3 seconds ahead of us, I prefer not to call a time-out, but to quickly center the ball and try to to score a goal. with our short vacation. With proper preparation, your team should be able to pull off a 12-foot shot and go out in 3 seconds, or a layup in 4 seconds. As such, I prefer to surprise our opponents before they can mount a defense. Too many games are lost because the goal-scoring team relaxes for just a second to celebrate their "win," only to then quickly counter with a well-trained team for real victory. Surprise is a key element here, but control is just as important. Our quick break needs to be well organized to be executed effectively. When the other team scores and the clock drops to 3 seconds or less, I always want a time out while the ball is in the net. If you don't manage to create a quick dead ball situation here, the ticking clock can wipe out all shooting opportunities before your team even gets the ball in goal. In this situation, you need a full court game that gives you the opportunity to score with very little time left.

Ladder This full-court game can be used on both the baseline and sidelines. the arrival

Figure 12.7 Ladder.

Wooten/E4850/Abb. 12.7/444762/KE/R1

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Tell your inbounder to look for the deep pass first, since the deep screen comes up first. Also, your receivers should open at different times so your inbound has other options of where to go when the first receiver is covered. When this game is run from the sidelines with the same screens (as it can be), your players will open up in different areas of the court depending on where the ball goes out.

Deep In this full-court game, 2 takes the ball wide and 1 and 3 are positioned at each elbow on the foul line. Players 4 and 5 are outside the three-point arc and very close to the hash marks. On hitting the ball, 4 and 5 start walking down the court and then come back (V-cut) to define the screens. Player 4 screens for 1 and 5 screens for 3. Players 1 and 3 use the screens and run wide looking for the deep pass over the top of the defense. Both 4 and 5 return to the ball to be receivers after defining the screens as shown in Figure 12.8. Tell your incoming one again to look deep first; the short pass is the second option. Depending on the situation, you might need a deep pass to score a goal, or you might just need a short pass for possession. If there is a problem, 1 and 3 can run back to receive the ball. Sprint players should look over their inner shoulders so they can see the entire floor, maintain balance, and avoid running out of bounds. You can also reverse player positions so your best ball carriers are in slots 4 and 5, getting back on the ball for the short pass.

Screen If you're running out of time on the clock, a piece called Screen is another option you can use to capture a shot. This game is only possible after an opponent has scored and your attacker is able to cross the baseline.

Figure 12.8 Depth.

Wooten/E4850/Abb. 12.8/444763/KE/R1

Player 1 shields the player who is defending the inbound pass and is trying to take over the offense. When the screen is defined, 3 runs the baseline. Player 4 appears to be a receiver in an open area while player 5 sets up a privacy screen for 2 under the basket at the opposite end of the floor. Player 2 moves to the corner to open and Player 5 slices back to the ball off screen. The baller (3) must throw wide into an open area for the final shot, as shown in Figure 12.9.

Bar and entrance situations 175

one for use against a one-on-one defense and a primary for use against a zone. After our team has executed the primary plays well, we add two secondary out-of-bounds plays (one each for man-to-man and zone defense).

1 4

Thoughts for the day To whom much is given, much is expected. -John F Kennedy

Figure 12.9 Screen.

Wooten/E4850/Abb. 12.9/444764/KE/R1

On-Field Plays We feature many of the on-field plays that our teams have used over the years. We tell our players that our number one priority on these plays is gaining possession, not creating a shooting opportunity. We never have all of these games in our playbook during a season. Instead, we chose those that we believe employees of that cohort can execute most efficiently. We like to have an out of bounds primary game

Since each game has multiple options, proper execution requires ensuring that at least one of those options is open. So all you really need is a play or two that your team executes well against one-on-one or zone defenses. It's better to be able to execute a few moves really well than to have a dozen or more moves where execution falls short. Never give your players more than they can handle. In game situations I often let the inbounder call what he sees fit. I trust the players instincts when it comes to feeling the game. They're the ones who've played against opposing defenses and often have a good sense of what works and what doesn't. So I believe players are capable of making good plays. However, there are times when I want to call the game. I communicate the pieces with a combination of words and hand signals. I verbally call the formation and follow up with a hand signal indicating the option number I want them to use. For example, I will yell "Cashier!" telling my players to line up in pit formation; So I'm going to signal the number one with my hand and say to take the first box option. The inbounder is often the key to all of these plays. He must have stable balance and a good, firm grip on the ball in order to make an accurate pass. Also, taller players are often the best inbounds because they can see over the top of the defense and are more likely to spot an open receiver.

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Infielders Versus Man-to-Man Defense Against man-to-man defenses, we like to use the box formation. A team can make many plays with this formation, again using the Triad and Cut principles. All of these plays can be used when going under the basket or on the sidelines against a man-to-man defense. (Some inbound plays, described later in this chapter, can only be made from the touchline.) Players must expect the forward to touch the ball on any inbound play. Why? Because the defense can leave someone close to the basket unprotected. In this case, the striker must forget to hit the ball and immediately pass it to the open player. Once the ball has been struck, the passer must almost always enter the opposite side of the field from which the receiver caught the ball. You can shift the formation on your out of bounds plays to give your players more room to open up under the basket. The spacing of boxing formations should be determined by you and your players as you read the defense. You can have the box open wide or close wide. In our boxing formations, the players on the lane are often lined up with the basket and the players on the outside are about two paces from the lane.

Box 1 On ball hit by 2, player 5 shields for 4, which uses a V-Cut to open. After a 1 second count (to stagger receiver opening times) 1 screener to 3. Both screeners return to the ball to be receivers (see Figure 12.10).

Box 2 On a hit 5 screens to 1 and after a second count 4 screens to 3. Again both screeners get back on the ball. It's important to get your screeners back on the ball so your inbound gets as many receivers as possible to throw (see Figure 12.11). Your cutters will have to wait for the screens and read the defenses to open. And again the

The attacker enters the opposite side of the pass and reaches the point to break the break in case of a spin or a quick shot.

2 Figure 12.10 Box 1. Wooten/E4850/Fig. 12.10/444765/KE/R1

2 Figure 12.11 Box 2. Wooten/E4850/Fig. 12.11/444766/KE/R1

box 3

In this option, the box moves a few yards so that the two posts are in the blocks and two outsiders are on opposite ends of the free-throw line (see Figure 12.12). On hit, 3 cuts the lane and makes the screen for 4, which cuts the screen towards the basket to seek 2's pass. Player 5 counts to one after the shot and then makes a small loop to set a screen for 3. With the deceptive little loop there, I call it the Banana Umbrella.) Player 3 leaves the umbrella and looks for 2's pass and shot. After receiving the ball, 2 advances and heads onto the opponent's wing.

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When the shot isn't there, the attack is ready to roll. Point (1) is safety and seeks the inbound pass as a last resort or the 3-pass to start the attack.

Look for the lob on defense and to cover the break defensively (see Figure 12.14). The ideal pass is for 1 to the tray. However, if 2 sees someone open in front of 1, he must pass the ball to that player. (Remember, the object of the game is to gain possession, not catch a shot.) Again, after 2 passes of the ball, he goes into the field opposite the pass.

3 2 Figure 12.12 Box 3. 4

Box 4Wooten/E4850/Fig 12.12/444767/KE/R1 On the slap, 5 takes a strong right step, stops and then slashes back, looking for a lob before 2's hoop. Open. On the other hand, 3 screens to 1 fading and looking for triple (see Figure 12.13).

2 Figure 12.14 Outbox.

"T"

Wooten/E4850/Abb. 12.14/444770/KE/R1

This game is a little different, with 4 and 5 stacked in the lane just in front of the basket. When hit, 4 pivots and slices 5 to the right corner of the free-throw line. Player 2 can hit the ball directly to 4 or bring it to 3, which hits 4 (see Figure 12.15). (Again, 1 safety is involved.) Once 4 has the ball, 5 positions himself on the lane and looks for fodder at 4's post.

2 Figure 12.13 Box 4. Wooten/E4850/Fig. 12.13/444769/KE/R1

out-Box

When hitting, 5 cuts on the side of the ball and 4 slides down the lane in search of the ball. Player 3 triage to 1 using the screen and cutting to the opposite block. Player 4 tries to open onto the ball side in the area around the block and 3 shoots up

5 4

2 Figure 12.15 "T." Wooten/E4850/Fig. 12.15/444771/KE/R1

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Special This game revolves around the offensive player's ability to read the defense and use one of several options. The attack, on the hit, reads the defense. The first option is 5 by setting a screen to 4 and then returning to the ball as shown in Figure 12.16. If 3 has a quick cut to the ball, he can make that cut while the screen is in progress. He can slide while his defender helps on the inside screen. Player 1 works alone to open up. Player 1 is responsible for covering the break unless receiving the ball, in which case break coverage drops to 3. Outside of this set, any move where offense responds to defense can be effective to to open a player. For example, 5 could chase 4 and then get a screen of 1 which would cause 5 to get to the ball side block to open up.

Double screen for 2 resulting from a single screen of 5 or double screen of 3 and 4 looking for 1's pass and shot (see Figure 12.17b).

4 5

one

Wooten/E4850/Abb. 12.17a/444773/KE/R2 1

3 1 5

Figure 12.17 Special 2. 2 Figure 12.16 Special. Wooten/E4850/Fig. 12.16/444772/KE/R1 Special 2

Start in the same positions as Box Out. On the slap, 5 steps toward the ring, reverses direction, and jumps to the corner to seek 2's inside pass. After the pass, 2 steps under the ring. Player 3, meanwhile, moves to the opposite side of the free-throw line to intercept 1, who comes out of the wall and receives 5's pass (see Figure 12.17a). After setting the screen to 1, player 3 can team up with 4 to set a

Wooten/E4850/Abb. 12.17b/444774/KE/R2 Doppelbox

The players start in the same positions as in the box out. Player 1 jumps into the corner to accept 2's pass. Players 5 and 4 slide into the middle of the lane and set up a double barrier for 3, who combs the screen in search of 1's ball (see Figure 12.18). If 1 is overplayed and not open to the inside pass, then 3 should look for 2's lob pass. Once the screen is set, 4 and 5 should be ready to break out of the double and find open areas to become potential receivers. They may have to blink hard at the ball to help put it in play, or they may burst into a high

Bar and entrance situations 179

and post low. If the 4 or 5 defender helps the 3 out of the screen, that unguarded post must wink at the ball and seal any defender for the 1 or 2 feed.

Line You can see where this part got its name from. All players form a line directly in front of the incoming player (2). On the slap, 1 and 3 split, with 1 shooting into the corner and 3 slicing to the opposite low post (see Figure 12.20). At the same time, 5 turns to put a screen for 4 to become free.

5 3

Figure 12.18 Double box.

Wooten/E4850/Abb. 12.18/444775/KE/R1

Box-Option

With this option, players run to Box 2, but the screeners do not return to the ball. Instead, after 1 receives the ball from 2 in the corner, 2 goes inside to see if he can get 1's instant shot (see Figure 12.19). If the pass isn't there 2 screens for 3 crossing the lane looking for the 1 ball. Remember that you can make changes to assign specific roles to specific players in order to use their abilities (e.g. post up to 2 in this game). ) .

2 Figure 12.20 line. Wooten/E4850/Fig. 12.20/444777/KE/R2

Infield plays against zone defense

When playing against a zone, your players must keep in mind all the basics of playing against a zone. Remind them to look for gaps and blink to be receivers. As with man-to-man matches, they can also be performed from anywhere on the court if you face a defensive zone.

Largo

2 Figure 12.19 Box option. Wooten/E4850/Fig. 12.19/444776/KE/R1

Player 5 saddles one of the low players in the zone and 1 and 2 dive into available open areas behind the zone. Player 2 can also start higher on the wing and disappear in the corner behind the zone. If the 4 has trouble catching the ball, the 3 protects the outfielder in the zone and the 5 jumps into the corner (see Figure 12.21). Player 3 positions himself under the basket and looks for the ration of 5.

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Another play, which we call the Wide Option, uses the same formation but stacks 3 and 5 on the side of the ball. When Slap the Ball, 5 uses 3 to open.

Stack On hitting, the sidebar (5) protects the central defender in the zone, allowing the player on the counterbar (4) to cross the lane in search of the ball. Player 3 breaks into the ball-side corner and player 1 breaks into the opposite corner (see Figure 12.23). This gives you a set of 1-4 that spreads the zone along the baseline. This alignment makes it difficult for the defense to pull out all options.

2 5

4 Figure 12.21 Length.

line

Wooten/E4850/Abb. 12.21/444778/KE/R2

On hit, 2 collapses into the corner and then disappears upwards. Player 4 enters the lane as if being overlapped by 1. Instead, 4 protects the zone's central defender; 5 slips behind 4 and paints the lob of 1 (see Figure 12.22). Player 4 can even jump to catch the ball, but he has to realize that the pass is for 5. Player 3 must look for open areas off the track.

2 Figure 12.23 Stack. Wooten/E4850/Fig. 12.23/444780/KE/R1

Stack: color option

We triggered this option by calling "stack" and then calling any color. On ball slap, the ball side post (5) defines the same screen as the regular stack, but now 4 uses it to go up and be an over-the-zone receiver. Players 5, 3, and 1 all have the same turn as the original deck (see Figure 12.24). This option gives you a player (4) in the

5 4 3

2 1

Figure 12.22 Line. Wooten/E4850/Fig. 12.22/444779/KE/R1

2 Figure 12.24 Stack: color option. Wooten/E4850/Fig. 12.24/444781/KE/R1

Clock and input situations 181

the point to cover the break when there is a turnover or quick shot. Player 4 also acts as a perimeter receiver in case the zone decides to lock the corners.

1 2

High Stack This game is set up in the same orientation as the normal stack, but we've moved it back to the free throw line to spread out the defense a bit more. In the slap 3 cuts in the corner. As with other stack games, 5 screens by 4, which cuts the screen towards 2 (see Figure 12.25). Player 1 floats up as a safety valve to set up offense if needed and prevent the other team from taking a quick break.

2 Figure 12.25 High stack.

Invoice

3 4 5 Figure 12.26 Cargo. Wooten/E4850/Fig. 12.26/444783/KE/R2

Maryland

Start in a 1-4 alignment. On the bat, 5 protects the ball side guard in the zone or the low fielder on the side of the ball in the zone. Player 1 uses the screen to find the gap in the zone. Player 4 then protects the top fielder in the far zone and Player 3 uses him to open on the point or down the baseline. After the screen, players 4 and 5 shoot into the open gaps and look for the ball (see Figure 12.27). Player 2 passes and enters from the opposite side. The goal of this game is to stretch the zone and create gaps for your players to blink into. With a quick reversal you can hit 2 the pitch if it comes from behind the zone.

Wooten/E4850/Abb. 12.25/444782/KE/R1

When hit, 4 pushes the ball down the lane and 3 breaks into the corner. Player 2 shields the best player in the zone, allowing 1 to slice to the wing, then 2 clears to the top of the zone (see Figure 12.26). This game offers many opportunities to gain safe possession of the ball, which is paramount every game in the game. After 5 inbounds, the ball can quickly get into position at 3.5 into the unoccupied area by 4. If the ball is passed to 3 or 2, 4 can blink at the high post on the side of the ball and create an overhead instantly. When the defense tries to intercept the corner, you have three receivers, with 4 and 5 in goal position.

2 Figure 12.27 Maryland. Wooten/E4850/Fig. 12.27/444784/KE/R1

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"L" We call this game "L" because this is the orientation in which players start; 5 and 4 are on the same side as the inbounder (2), and 3 and 1 are parked upstairs. If 2 hits the ball, 5 and 4 put screens on their sides of the zone. Player 3 uses the walls to open and get 2's pass. It also shoots when open (see Figure 12.28). Player 1 is the safety valve again.

Figure 12.29 Box 3: Sideline.

2 Figure 12.28 “L.” . Wooten/E4850/Fig. 12.28/444785/KE/R1

Plays from the sidelines

All of the games just described can be played both on the sidelines and under the basket. However, some other moves are effective only when entering the touchline. Universal inbound principles – such as B. having a large, well-balanced inbound and looking for safe possession first - still apply.

Wooten/E4850/Fig. 12.29/444786/KE/R1 Player 2 may be able to shoot over the defense to 4 for the knight. If he doesn't succeed, he still has three strong receivers who attack the ball. Player 2 can hit 1, which then looks for the 4 coming out of the 5's screen. Player 5 could then position himself on the block on the side of the ball for the 4-feed, instead of continuing to the corner.

Box 4: Sideline This is also a different game than Box 4, which is played under the basket. On hit 3 screens to 1 and back to the ball. Player 5 uses 4's screen and advances to the corner. The offense again has three receivers coming towards the ball. Contrary to the Box 3 option, Player 4 tries to saddle his defender on 2's lob instead of cutting to the opposite wing (Figure 12.30). However, this passage should not be forced; Safe possession of the ball is the priority.

Box 3: Sideline This is a different game than Box 3, which is played under the basket. Upon hitting, player 3 triages for 1, then returns to the ball to be the receiver. Player 5 retreats to 4, who goes to the opposite wing. Player 5 then moves further into the open area in the corner, as shown in Figure 12.29.

Figure 12.30 Box 4: Sideline.

Wooten/E4850/Abb. 12.30/444787/KE/R2

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Box Reading From the same starting lineup as Box 3 and Box 4, your offensive players read defense to open up. Players 3 or 4 can wink at the ball directly, or those players can take cover. This option can be used against zone or man-to-man defenses to ensure safe possession.

Rub on the hit, 2 screens back on 5. Simultaneously 3 puts a screen on 4, then back on the ball. After rubbing the 3's screen, the 4 goes to the foul line where he puts a screen on the 5. Player 1 is looking for the lob to the 5 that is going to the basket, or he is trying to hit the 2 or the 3 that the ball is coming to. Player 4 flashes into the open area after setting the screen to 5 so he (4) can also be a Receiver (see Figure 12.31).

Figure 12.32 Rub well. Wooten/E4850/Fig. 12.32/444789/KE/R1

Triple

You can run this game anywhere along the sidelines. On the racquet 2 screens by 3 that open in the backcourt (see figure 12.33). After this

Abbildung 12.31 Scrubbing. Wooten/E4850/Abb. 12.31/444788/KE/R1

rub well

Start with a series of boxes and customize your staff to take advantage of their specific skills. Immediately, 4 starts filtering on 5 and 2 backscreens on 3. Both screeners get back on the ball after setting their screens. Player 5 swims to the foul line after the screen of 4 and then posts a second screen for 3 (see Figure 12.32). Player 1 attempts to pitch the ball to 3 or pass the ball to one of the other players by winking at the ball.

Figure 12.33 Triple.

Wooten/E4850/Abb. 12.33/444790/KE/R1

184 Practice basketball successfully

If you set the screen to 3, 2 gets a screen of 4 and remains open towards the basket. Player 4 returns to the ball to be the receiver. Player 5 starts in the opposite block, ready to throw the ball as a receiver if necessary. The triple stack should be positioned well outside the touchline to give players plenty of room to open up and get back on the ball.

Wide Box On a hit, 2 screens to 1 and safe. Player 4 runs to the ball and player 5 walks to the touchline looking for the ball. The attacker (3) can pass to 1, 4 or 5 for safe possession. If the pass goes to 4, it looks for 2 stealth backdoor 2, as shown in Figure 12.34. This option is usually available because the 5 cleared the weak side to become a potential receiver. The back door can also work by hitting the ball to 1 who flashes it up to 4 who then hits 2 to the layup.

For example, when "1" is called, Player 1 (when scoring) sets the screen to 3 and then walks back to the ball. Player 5 sets a backdrop for 4, which cuts to the basket in search of the deep pass. Player 5 approaches the ball past the screen, leaving three receivers moving to the sidelines (see Figure 12.35). Player 4 keeps any central defenders on their toes and prevents doubles from passing because the defense has to take care of protecting the basket.

Figure 12.35 Line: lateral line (with a "1" legend).

8 Spiel 4

Figure 12.34 Wide box.

sideline

Wooten/E4850/Abb. 12.34/444791/KE/R1

As a triple, you can use this move anywhere along the sidelines. Player 2 calls "Line" and follows with the number "1" or "3". The number called indicates who will be the screen and who will be the cutter. For

12.35/444792/KE/R1 I like to use Wooten/E4850/Fig in timing and scoring situations in this game. I call it "8 Play" because it takes about eight seconds to cycle through each of the three options. On the racquet, 4 cuts diagonally to 5, which goes as high as it takes to get the ball. Player 1 works alone to open and Player 3 wins hard for the ball. It all starts when the ball reaches 5. Player 2 enters the field for 5 and then performs a hard backdoor cut using a 3 screen, as shown in Figure 12.36. The first scoring option is 5 to hit 2 at the back door.

Clock and input situations 185

5 1

5 4

Figure 12.36 Play 8: Option 1.

Figure 12.38 Play 8: Option 3.

Wooten/E4850/Fig 12.36/444793/KE/R1 If this option is not available, player 3 circles player 5, looks for the transfer and plays two-player basketball with 5 (Figure 12.37). This screen and roller is the second evaluation option. If 5 fails to get the ball to 3, the entire right side of the floor is released for 5 to catch his defender one by one.

8 Play: Zone options Wooten/E4850/Fig 12.38/444795/KE/R1 The 8 play can also be effective from the sideline against a zone in timing and scoring situations. The main difference is that you're more likely to end up with a throw instead of an inside throw. When hit, 1 flashes at the top of the button to get 2's pass. After the pass, 2 cuts the zone to the opposite side. Player 4 places a canvas on the low quarterback in the zone to free 2 for the shot. The first option is to do 1 dribble, invade and move to 2 off the baseline screen (see Figure 12.39).

5 3

4 1

5 Figure 12.37 Play 8: Option 2.

When there is no opportunity for the two-player Wooten/E4850/Fig game of 12.37/444794/KE/R1, the 3 takes over the transfer of 5 and penetrates the opposite side of the floor. Player 3 is looking for 2 coming out of a double screen defined by 4 and 1 that slid to the opposite block when 5 received the pass (see Figure 12.38). The 2nd off-screen shot is the third scoring option. If nothing is available, players go into half-court attack.

Figure 12.39 8 Play: Zone option 1.

Wooten/E4850/Abb. 12.39/444796/KE/R2

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If nothing is available, 2 steps to the wing so 3 can cut the zone to the corner. As the 3 cuts, the 5 follows it into the post area and then shoots up to the side of the ball, giving you overhead. The second option is to hit 3 for the ball-side corner knight (see Figure 12.40). After 1 swings the ball at 2, 1 levitates to the open space on the opposite side of the field and seeks the free pass. So if the second option isn't available, 2 can pass to 1 for the jump shot, or 1 can feed 4 or 5 while following the ball after the jump pass.

If the first option is not open, the 2 returns the ball to the 1, who dribbles to penetrate the left side. Player 5 sets the cross screen to 4 looking for food for 1. If 4 makes a circular slash, 1 can hit 5 while defense recovers to defend 4 (see Figure 12.42). Player 1 can also turn the ball back to 2 to start the offense.

1 4

5 3 Figure 12.42 Color: Option 2. 2

ColorWooten/E4850/Fig Quick 12.42/444799/KE/R1

We also have a joke in our color series that we call the fast option for situations when there's only a second or two left in the period. The move starts out as a normal color, but in this case 4 can hit the curve in track 5 after 5 sets the screen to 3 (see Figure 12.43).

Figure 12.40 8 games: zone option 2.

ColorWooten/E4850/Fig 12.40/444797/KE/R2

On shot, 5 screens for 3 and 1 screen for 2. Player 4 hits 2 and makes a powerful cut to the basket looking for the backdoor pass (see Figure 12.41). If 4 doesn't accept the pass, he positions himself in side ball block.

4 1 4

Figure 12.43 Color fast. 3 Wooten/E4850/Fig. 12.43/444800/KE/R1 Fig. 12.41 Color: Option 1.

Wooten/E4850/Abb. 12.41/444798/KE/R1

Teil IV

train defence

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Chapter

Teaching defensive stances and sets

In the previous chapters I mentioned that I value defense and rebounds in my players. Here's why: Over time, the teams with the best records are the teams that defend and hit the best. So I believe every player should be able to play well in defense regardless of their position. In American League professional baseball, each team is allowed to use a designated batsman — a player whose sole job is to make an offensive shot and help the team score runs. This player does not have to defend. But that position doesn't exist in basketball. Every player on the pitch must be able to play smart on defense and be willing to push the limits that often separate an average defender from a great defender. For coaches who may not be blessed with an abundance of talent in any given year, defense can be a great neutralizer. A team of average talent can become an above-average team if they can generate turnover, force the opposing attack to perform at their best and don't allow easy shots. But that won't happen unless every member of your team knows and uses the right defensive techniques and tactics. As a coach, you need to work with your players and motivate them to develop a desire to be great defensive players. is here

You will earn your salary. You will need to counter the fact that in all sports, offense is the most glamorous. And the only way to do that is to pay more attention and praise to the team's great defenders and constantly emphasize the benefits of good collective defense.

Positional Skills All players must be willing to work on defense and develop good footwork, which should minimize the number of misses. Ideally, you're looking for speed in all of your players. However, defenders must be able to match the size and skill of the players they are defending. Here's a look at the most common attributes and responsibilities of each defensive position (these descriptions focus on individual defense, but similar attributes are needed for zone play). Warden Often the Warden (1) is the fastest player on his team and is therefore tasked with guarding the fastest player on the opposing team. Player 1 is often one of the most experienced players on the team and is often asked to be the team leader on both defense and offense. your sensation 189

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because the game must allow him to take the right angles of defense to delay a rapid counterattack or to prevent intrusion. In pressure defense, the best player is usually the one who forces the opposing player into the trap that the defense is trying to set. He will also call out the defense signals, relaying messages and instructions from the bench to his court mates. In short, just like on offense, the point guard is an extension of the coach on the court. Shooting Guard The 2nd (Off Guard) player is usually the opposing team's best outside shooter. Therefore, it must be a good perimeter defense. This means that the 2nd player must be mobile enough to follow their player when trying to break free. In addition, the 2nd man must be determined enough to circumvent the opposing offense's decisions in order to put the ball in the pitcher's hands. The tackler also needs to have one more rebounder than the guard for two reasons: (a) the player he's guarding will generally play closer to the basket; and (b) the player he's guarding will shoot more often, giving the second player more blocking responsibilities, which should result in more rebound opportunities. Forward If the off guard isn't guarding the other team's top marksman, that responsibility likely falls on the winger (3). He should also be a good mobile defender, fast enough to keep up with good outside shooters. Occasionally you'll be blessed with a small forward who can efficiently defend both the outside space and the post. It's not uncommon for a 3 to be a winger on the offensive side of the pitch but assigned to a pole player on defense. Since the attacker often juggles between the bar and the perimeter, they must be smart enough to make the necessary adjustments. Also because of his frequent post rolls, the small forward must be a good defensive rebounder.

Power Forward The Power Forward (4) is usually one of your tallest and most physical players. This applies to both defense and attack. The 4th player must be able to pull off a tough defense against the opposing team's inside players. But since he can also be forced to cover an attacker who likes to play outside, the 4 must have the versatility to push the envelope and play well on defense. And sometimes he can be forced to switch to a guard if the other team successfully executes a pick. In indoor play, the 4th player must be able to avoid light inner buckets by slipping off their own player and stopping opposing players who have invaded the lane. Finally, he should be an excellent rebounder, able to hit the backer with every shot and then get the ball to a guard to initiate the break. Center Player 5 should be your best central defender and one of your top two defensive rebounders along with your power forward. The center needs to be strong and physical to prevent his player from getting a good inside position that could lead to an easy basket. He must be strong enough to block effectively for rebound purposes. The center must also be able to assist in the defense of any perimeter player who has invaded the lane; It should be a good shot blocker to give offensive players something to think about when putting the ball inside. Like the power forward, your center needs to be a good passer who can initiate the break after a defensive rebound.

Defense Types A Trainer may use any number of Defense Types. However, I recommend choosing the defense that best suits your team's skills as your main defense. Then identify two or three secondary defenses that you can use to adapt to the different situations that arise throughout the game.

Teaching defensive stances and phrases 191

Simple Man-to-Man Defense The most conventional defense in basketball is direct man-to-man defense, in which each defender positions himself between the assigned offensive player and the basket (see Figure 13-1). In this defense, weak flankers sink and block in the middle to prevent defensive penetration with the ball and give the offense less outside shots.

2 4

Figure 13.1 Basic man-to-man connection.

This basic defense is most effective against teams that lack good outside shooters. It also works against teams that don't have the patience to run solid attacks and work towards the open kick. Against teams that are patient, this defense can force them into longer possession and therefore take some time off the clock. This can be an advantage when your team is leading, or a disadvantage when you're losing. The main weakness of this defense is that it doesn't generate much turnover. Also, this defense doesn't force the offense to make many adjustments; dictates nothing to the offense other than stopping midway. It allows the opposition to run their offense which is the main reason why I don't like this defense. I also believe that the game has changed and given that foundation

somewhat stale defense; Today's players shoot basketball too well for the defense to allow outside shots, and the addition of the three-point line has made those shots more expensive to give up.

Man-to-Man Pressure One defense I prefer to direct man-to-man pressure is the half-court man-to-man pressure made famous by teams like North Carolina, Duke and Indiana. I've used this defense at DeMatha since the 1950's, and my team uses some form of it more than 90% of the time. O'Connell's defense relies primarily on man-to-man pressure. I only take our team out of the individual pressure if • we want to run out of time, • we're playing against a team that plays badly against a zone, or • we want to give the offensive a different look. From this defense, you can unbalance the attack simply by varying the intensity of the melee pressure. You can increase the pressure by playing full-court defense, or you can ease it by starting with a three-quarter or half-court offense. Sometimes I'll call for a traditional man-to-man takedown on defense, and the next time on the pitch I'll have the players hit back with man-to-man pressure. We also use a tackle defense where our players let offense get the ball on court and successfully complete the first pass before applying pressure. You don't want to give the attack the same look every time. Stick with what works well, but leave the opposition guessing. Pressure Man-to-Man Defense is similar to regular Man-to-Man Defense, the main difference is that we put extreme pressure on the ball and deny every pass. Players position themselves between the opponent and the ball, but only if the player they are guarding is a pass away - receiving

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Distance - from the ball. If the player they are guarding is more than one passaway, he must obstruct the middle (see Figure 13.2).

3 4

Figure 13.2 Man-to-man pressure.

What I like about this defense is the pressure element. It is designed to turnWooten/E4850/Fig. 13.2/444802/KE/R1 overs and driving teams almost entirely off offense, forcing them to freelance. Defenders are always on offense and are always trying to create chances rather than reacting to what the offense is doing. High-pressure defensive teams don't need to spend a lot of time working against their opponent's offense in practice; The pressure will force the opponent out of this offensive anyway. Big pressure can break most offenses and force teams to play individually. Man-to-man pressure is extremely effective against teams that • are suspicious of the ball, • prefer a conservative attack and dislike counter-attacks, • are not as talented and quick as their team, and • are not organized and disciplined offensively are. One of the risks of running a high-intensity pressured defense is that it's you

will occasionally give up some easy shots and even layups. Teams with excellent ball carriers can pose problems for these defenses, especially when those handlers are taller than their defenders and have a good view of passing lanes. However, I believe the comebacks that result from this defense should outweigh the number of easy shots you can give up in return. In general, I think possession is worth about one point. So if you concede a layup but get three turnovers, you're still ahead of the game. Another risk is that you spread your defenses over a larger area of the ground. If you're not careful, you could end up with a rebound disadvantage. On the other hand, if the defense is farther from the basket, then so will the offense. This helps neutralize any offensive rebound advantage. Finally, note that this defense will quickly tire your players if your team isn't in good shape.

Variations in Man-to-Man Defense Outside of man-to-man defense, you can add variations. From punchy man-to-man defense, you can set traps, play a man-to-man switch, or use run-and-jump. The run-and-jump is like a man-to-man substitution, with the defender closest to the ball running towards the offensive player who has the ball. The player guarding the ball then jumps to the player left open by the defender. Unlike traditional man-to-man rotation, defenders switch before offensive players can shield or cross. You can try this with just a few individuals or with the whole team. You can also extend the pressure of hand-to-hand defense to a three-quarter court or a full court, all using the same basic principles. In addition, you can extend the direct man-to-man full seat. Again, this will probably not lead to any sales. The upside here, though, is that it can slow down the other team, which can be helpful if you're trying to use up the clock or playing against a fast-breaking team.

Teaching defensive stances and phrases 193

Zone Defense Another type of team defense assigns all five defenders a specific area or zone to defend (see Figure 13-3), rather than a specific offensive player. This defensive strategy can be implemented through various player formations, the most popular being 2-1-2, 2-3, 1-2-2, 1-3-1 and 3-2.

likes to make a quick pass or two and then shoot the basketball. Some teams just don't like playing against a defensive zone. In fact, the reason I first installed a zone in DeMatha was because several teams in our league hated playing against it. So I made sure those teams saw a zone. After all, one of the goals of coaching is to force the other team to do things that don't work in practice. Zones are very good for traps. Some of the best defenses today are half-field zone traps (see Figure 13.4). Zone traps or any of the other zones can also be expanded from Quarter Court to Full Court with the principles remaining intact.

3 4

Figure 13.3 Zone Defense 2-3.

The biggest advantage of a zone defense is that it puts your defensive players exactly where you want them, regardless of where the offense places your players. The attack does not determine the position of the defenders on the ground. For example, a zone can guarantee that its tall players are always near the bucket, even if the opposing tall players decide to go outside. In this particular case, the zone team would have the rebound advantage since their big players are always in position. And once the rebound is controlled, the zone setup offers quick outs for quick counterattacks. Zone defenses are often effective against teams with good inside players or poor outside shooters, since most of the shots in the zone come from the outside. Zones are also good for slowing down teams and taking time off the timer, as offense can take longer to get a good shot. Consequently, a zone can work very well against a relatively impatient team

Figure 13.4 Half Court Zone Trap.

Zone defenses are vulnerable to good outside fire teams Wooten/E4850/Fig. The quickest way to get 13.4/444804/KE/R1 a team out of a zone is to drop bombs directly on it. The three-point line further expanded zones because neither team can afford to give up undisputed three-pointers when the other team can take those shots.

Thoughts for the day There is no glory in defense, only victory. Even if the exterior shots are missing, there's another potential problem. although the zones

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Put defensive players in an excellent rebound position, there is no exact blocking responsibility as players are defending an area and not a player. This can give an offensive player a way to cut through and get an offensive rebound. A slightly less tangible weakness of a zone is that it doesn't present the individual man-to-man challenge. For example, a great hand-to-hand quarterback approaches every game thinking to himself, I'm going to take out my player tonight. But the defender's sense of responsibility isn't as strong when an attacker scores against a zone. The defender might think: He didn't score against me. I didn't protect him. Additionally, if your team isn't changing ends of the field very well, a zone can be vulnerable to a quick break. When playing a zone, defenders must step back and define the zone before opposing offense begins to take effect. If offense comes in first, or even at the same time, the zone is in trouble and will likely be at a numerical disadvantage until a shot is taken or a foul called.

Blended Defenses Although 99 percent of all defenses are Mantle-Man or Zone, there's a third category to consider: blended defenses. Because of their unorthodox principles, such defenses are often referred to as useless defenses. One of the most popular combination defenses is the box-and-one, shown in Figure 13.5. In this defense, four of the players play a 2-2 zone (box) around the lane while the fifth player plays heads-up over the opponent's best player. Diamond-and-Two has three players playing in a triangular zone; the other two defenders are assigned to the opponent's best offensive players. And in another combination defense, the 1-3-1 Chaser, the top player chases the ball all over the floor while the other players stay in their zones. The biggest advantage of a trash defense is that it can catch the other team off guard.

5 4

Figure 13.5 Defesa Box and One.

You can stop their attack by hitting Wooten/E4850/Fig. 13.5/444805/KE/R1 show something that they have not seen or worked against in practice. If a Trash defense against that team has previously been successful, you can mentally knock them out of the game for having had issues with that particular defense in the past. For example, the other team's best player might hate playing box-and-one. Advanced reconnaissance should provide this type of information. The main weakness of garbage control is the lack of preparation. Chances are, a junk defense won't be your main defense; Therefore, you may not spend much time perfecting it. If your players feel a bit underprepared with Trash Defense, they will feel less confident, which takes away from the mental advantage Trash Defense is supposed to provide. A well-prepared and patient attacking team can perhaps work against the unfamiliar defense and still get away with a good shot. My teams have faced many useless defenses over the years. One year Gonzaga High School played a box-and-one against our player, John Gwynn. John scored 48 points against them and we've never seen a bad defense again this season. (By the way, John had a great career at the University of Connecticut.)

AP/Gerald Herbert Photo

Teaching defensive stances and phrases 195

Most opponents, regardless of their defensive tactics, found it impossible to contain former DeMatha point guard John Gwynn.

Summary How well your team plays defensively will determine your success. Great teams are always good defensive teams. This chapter includes the following points to help you become a better defensive techniques and tactics coach: • All players must be able to play defense. • The defender is usually the fastest player, is matched to the opponent's fastest player, and is usually the area leader in defense. • Off Guard on Defense is usually assigned to the other team's best outside shooter. • Ideally, the small forward can play both wide and wide defense and could potentially be assigned to the other team's best wide shooter.

• The power forward must be a tall, strong defensive player with a good rebound. • The center must be a strong defender at the post and also be a strong rebounder. • Traditional hand-to-hand defense effectively blocks the center and forces outside shots, but reacts to the offense rather than forcing the offense to react to it. • Man-to-man pressure defense aims to force the opposing team out of their attack by applying continuous pressure to the player with the ball and everyone in passing range. • You can implement variations of man-to-man parries, such as: a full court press, man-to-man turns, or running and jumping.

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• Zone defenses allow you to place defensive players in areas of your choosing, but these defenses are vulnerable to patient teams with good outsiders. • Lockout responsibilities are sometimes confusing within a zone.

• Some defenses are a combination of zone and head-to-head. These useless defenses can be useful in select situations, but they're generally not effective as a primary defense.

Chapter

Imparting defensive skills

The best way to teach players team defense is through a step-by-step process. Start by focusing on individual techniques. A team defense is only as good as the individual defensive capabilities of the team players. That's why you need to keep your players constantly working on their individual defensive fundamentals.

off balance a player decreases their defensive ability. Finally, players should hold their hands in front of their bodies, palms facing up (Figure 14.1). That gives the dribbler something to worry about. Players must not attempt to reach and steal the ball as this will destroy their balance and therefore their ability to hold the ball.

Posture The most basic of defenses is posture, and this is where you should start your teaching. Teach your players to sway their feet slightly, with one foot slightly in front of the other (like a boxer's stance). Your feet should be at least shoulder-width apart and your weight should be evenly distributed between both feet (this will help you balance during the game). The knees should be bent with the thighs forming a 45 degree angle to the floor. Players must learn to stay low on defense. This makes them faster, stronger and more explosive. A player's back must be reasonably straight and their head must be elevated and directly above their shoulders. This also helps with balance, which is key to having a good defensive stance. everything that lasts

Figure 14.1 Defensive posture.

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Strides Once your players have proper posture, you need to teach them the strides needed to contain and pressure the ball handler. Players must be able to perform these basic steps to complete their defensive duties: Step Back, Step Forward, and Step Step.

Retreat Step The first defensive work skill players must learn is the Retreat Step. This move is important to defend a player who is making a move to the right or left towards the basket.

one

b Figure 14.2 Retreat step.

The player should start in the correct defensive stance with one foot slightly in front of the other. The player then performs the backward step by pushing off the front foot and stepping back with the back foot (Figure 14.2a), then sliding the front foot back to restore position and balance (Figure 14.2b) . A defender must stay deep during the backstep and never place their feet closer than shoulder-width apart. When stepping back, the player must not do anything that upsets their balance, such as B. bringing his feet together, moving out of position, or jumping instead of sliding his feet.

Teaching Defense Skills 199

Progress Step The progress step can turn your players into actors instead of reactors in defense. When properly taught, this move allows your players to control and dictate what the attack does. Offensive players are too busy responding to defense to initiate any moves against their defensive players. A good offensive player, upon receiving the ball, moves into triple threat position with the option to drive, shoot, or pass. I want my players to eliminate as many offensive positions as possible.

one

b Figure 14.3 Feed step.

Chances they can and force the offensive player to put the ball on the ground immediately. This is the goal of Ascension. The forward step is simply the opposite of the backward step. It is performed by pushing off the back foot while stepping forward with the front foot (Figure 14.3a) and then sliding the back foot forward (Figure 14.3b). Again, players should keep their feet shoulder-width apart to maintain good balance. When stepping forward, the player must also be prepared to immediately perform the retreat step to get between the dribblers

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and the basket. Both the backward step and the forward step are based on two simple movements: step and then slide. By stepping forward, the defender forces the attacker to dribble the ball. Depending on how he chooses to play it, the defender can force the offensive player into a number of other situations. For example, the defender can take a step back. The offensive player who used his dribbling on the first step forward will likely be forced to shoot while the defender stays away from him and gives him the shot. or the defender can decide to keep the pressure on the offensive player and force him to drive. In both cases, the defender initiates and the offensive player responds to him. Emphasize to your players that they should use defensive work to control, rather than just staying with the player. They want them to force the opposing offense to play a certain way - a way that makes them less effective. Performing the advance and retreat steps correctly will increase your players' chances of defeating the opponent.

one

Swing Step Most offensive players are instructed to drive toward the defensive player's front foot. The swing step is a defensive maneuver to counter this attack and also to counter an offensive player's change of direction. This move helps defenders avoid being outplayed by an offensive player cutting to the basket. Players execute the swing step by rotating their back foot (Figure 14.4a) while rotating their opposite elbow and front foot in the direction the offensive player is turning (Figure 14.4b). With this action, the defender regains the position of the attack defense basket and advances in front of the attacker. Teach your players to stay low during the swing step. If they get up and leave their position, they react slower and are more likely to get hit by the offensive player.

b Figure 14.4 Rotary table.

Ball Defense We have one rule for the player guarding the ball: don't get hit. While we emphasize ball containment, defenders should apply "intelligent" pressure to the ball. This means that players are not allowed to defend attackers freely enough to pass or shoot

Teaching defense skills 201

one

Please not so hard that the defenders can't stop the jabs to the edge. However, if one of your players is defeated on defense, they are by no means out of the game. Tell him to leave his defensive position, pick a spot on the ground he can reach before the offensive player, and run to that spot. Otherwise, if the player stays in his defensive stance, he will never recover. The offensive player uses his body to close the gap and keep the defensive player at his back. However, if the defender runs to the point in front of the offensive player and then adopts a defensive stance, he can regain control of the situation. Therefore, a defender who has hit the ball must first get in front of the dribbler (Figure 14.5a), then recover his position and posture to contain him (Figure 14.5b), and finally force the ball-carrier in a certain direction with the proper footwork (Figure 14.5c).

Footwork exercises

Defense is played with mind, heart and feet. The mind tells you what to do, the heart gives you the desire to do it, and the feet put you in the right position to do it. The most important physical skill for a good defense is footwork. Therefore, a coach should have a set of drills designed to familiarize players with proper footwork to develop foot speed.

Slide

c Figure 14.5 Recovery after lifting.

We start this drill every year to review the importance of defensive footwork and break any bad habits players may have picked up over the summer. The coach stands under the basket, facing the team; The players are scattered across the floor in several rows. Each player starts with their left foot forward. After the players assume their defensive stance, the coach gives them one of three orders: step forward, step back, or hit. When the players hear the coach's instructions, they take one step forward, one step back,

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Protecting a player with the ball These are the key points to emphasize to your players regarding individual defense: • Stay low. • Stand with feet staggered, shoulder width apart. • Move your feet in a series of steps and slides. • Press and contain the ball. • Determine and control the movements of the ball carrier. The front left foot forces the dribbler to the left; The front right foot forces the dribbler to the right. • Keep the chest open for the offensive player. • Heads up.

or a rocking step. After completing a step, players assume a defensive position and await the next instruction. After players have practiced these steps, you or one of your coaches should pick up a ball and slowly dribble it across the court. Watch your players closely to see if they respond to your dribbling with the right defensive move. Remind them that with every offensive attack move, such as B. the jab step, have to step back to not give the offensive player a chance. Also, remind them to keep their chests open toward the ball and staying deep as they move forward, backward, and swing. Change direction when dribbling on the court to get players working on their swing pace, and use reverse dribble to work on their forward pace.

Direction Exercise To help players develop the ability to quickly change direction, this exercise forces players to quickly perform a series of defensive moves. Line up your players as you did in the slide exercise and have them adopt a defensive stance. The exercise begins on your whistle. They face the players and aim left, right, forward or backward. Your players then have to hold

Move in the direction you're pointing until it's pointing in a different direction. If you point at them, they'll back off; if you point over their shoulder, they attack; If you point it left or right, they slide sideways in that direction. (Remind players that they should point their lead foot in the direction they're moving to avoid injuring their ankles if they need to stop quickly.) Again, players should stay low, feet shoulder-width apart and hold your head up to see instructions.

Hey! This is one of my favorite workouts and one that the team enjoys too. It combines all the basic steps of defensive footwork into one exercise. Players work on step forward, step back, and step-step swing - while having fun. Stand on the baseline under the basket and have your players stand in three rows on the floor facing you. Players must adopt a defensive stance, each player with the same foot forward. When you whistle, the team quickly responds by stepping forward while shouting "Hey!" Get in the habit of challenging the shooter. Players follow the forward step with a backward step, a swing step, and two backward steps, each with their own whistle. After completing these five steps, they are still in a good defensive position and the opposite foot is now the front foot. They are ready to resume the process after their whistle. Repeat until the team has covered the entire length of the floor. Watch the players again to see if they are completing each step correctly. Remind players to keep their heads up and down, balance, and point their toes in the direction they're going.

Quickness Drills Basketball is fast becoming a game of speed (no pun intended). Being a good defensive player also depends a lot on other factors (hard work, will and determination), but you can only get faster

Teaching defense skills 203

Make your players better defensive players. Contrary to what some might think, the speed can be improved. Here are some drills that will increase your players' speed.

Thoughts for the Day Be careful with the choices you make, because the choices you make, you make them. – Joe Wootten

Machine Gun You can do this with an individual or with the whole team spread out in several lines on the ground. Players adopt a good defensive stance. At the sound of their whistle, players move their legs up and down as fast as possible. The sound as each foot alternately hits the ground is similar to the rapid fire of a machine gun. Remind players to raise their knees to get the most benefit from this exercise. See how many times a player's right foot can touch the ground in 15 seconds, then double that number to get the total number of times both feet touch the ground. Use these numbers to create a chart at higher speeds. Repeat as needed.

Directional machine gun players begin performing the machine gun drill. They then point left or right; Players will follow your signal, turn in that direction, and come back to you as quickly as possible. Keep in mind that players must continuously run the machine gun during practice.

Line Jumps Have your players choose one of the lines on the floor and stand next to it. Make sure they keep their feet together and see how many times players can jump back and forth across the line in 15 seconds. Begin by having players jump from side to side, followed by front to back.

Lane Slides Position players in a defensive stance on one side of the lane. You can do this exercise at both ends of the court at the same time

how many players you prefer. Players slide from one side of the lane to the other while in a defensive stance. When the front foot touches the line on the opposite side of the lane, they stop and start crossing.

Triangle With the help of an assistant, you can do this exercise at both ends of the field at the same time. Position three players on the foul line with their left foot facing the basket. We have found that using more than three players at each station often overwhelms the players involved. After his whistle, players take two steps back, one swing step, two lateral steps to the left, then two forward steps back to the extended foul line. Your right foot should now be the lead foot. Repeat three times. After the third round, players must turn and run to the furthest foul line to repeat the exercise there. Have another group of three fill in their spots at the original end.

Cross Place your players in a line under the basket along the baseline. At his whistle, the players advance step by step and slide into midfield, taking a defensive stance with their right foot forward. Once they touch the center line, they slide to the right and fall back to the foul line. They then break out and slide to the right touchline, pointing their front (right) foot in the direction they are going. After touching the sideline, they step back and then slide sideways across the field to the other sideline (see Figure 14.6). Once they complete the loop, they turn around and run back to the baseline. Keep your players at a safe distance during this exercise. If a player hits the foul line, the next player can start sliding forward. 6 to 10 players can take part in the exercise at the same time. They need to talk and communicate with each other to avoid meeting at the waypoint. Communication is an important part of any successful team defense, and this exercise will help you get that across to your players.

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In addition, while performing this exercise, you should emphasize the following points to the players:

Figure 14.6 Cross. Wooten/E4850/Fig. 14.6/444816/KE/R1

Full Court 1v1 This is the most effective exercise to develop your players' individual defensive skills. Position all of your players behind the baseline and have them split into pairs. Each pair receives a ball. One player stands behind the baseline, faces the defender, and attacks from the triple threat position. The defender's goal is to pressure and contain the dribbler, keep his hands active in the event of a free ball, and not allow the dribbler to get the ball up without trying to dictate the pace of the dribble . The defender flips the dribbler, forcing him to change directions on his way up as many times as possible. You want the journey for the dribbler to be as long and difficult as possible - something he's unlikely to forget next time his team has the ball. The next pair does not start until the previous group has passed the opposite foul line. When the entire team reaches the opposite baseline, the players switch roles (attack to defense and vice versa) and repeat the exercise in the opposite direction. Don't let the same players face off every day. Variety makes the competition tougher and gives each player the opportunity to play against different levels of speed.

• Stand an arm's length away from the offensive player. • Stay in front of the ball (dictate and dominate). • Keep pushing with your hands (without losing your balance) and keep your feet moving by sliding. • Throw the ball off the ground, palms up and fingers pointing at the ball. • Spin the dribbler by sliding in front of its intended lane. • Don't cross or put your feet together; You will lose your balance. • Do not turn your head or back to the ball. • Turn the dribbler over and force him to change direction or reverse (basic rule in our trap defense). • If you lose, choose a seat in front of the offensive player, run to that seat and catch the dribbler. By teaching this drill, you'll begin to build your half-field and full-field defense. This is where it all starts, as each player must be able to contain the opposing attacker in order for their team's defense to be effective.

Summary The correct execution of the individual techniques is crucial for successful defence. Emphasize these fundamentals at all levels of your program: • The most basic defense fundamental is proper posture. • Steps used to hold and pressure the ball handler include the rebound step, forward step, and swing step. • Defenders must apply 'intelligent' pressure on the ball to avoid being attacked. • When it comes to playing well on defense, footwork and speed are essential.

Chapter

fifteen

Team defense

Once players understand the individual defensive principles and skills presented in Chapters 13 and 14, you must show them how to apply those principles and skills as part of a five-player unit. Find a convenient way to identify your saves so all players understand exactly what you're up to. A numerical system is better suited for our purposes. In this system, a two-digit number is assigned to a particular semi-court defence. A code beginning with 2 indicates an individual defense; a 3 identifies a trap zone defense; a 4 identifies a straight zone defensive series; a 5 indicates man-to-man defense with traps; and a 6 denotes a man-to-man defense exchange. For example, this is the numbering system for man-to-man saves: • • • • •

22-Regular = Standard Man-to-Man 22-Tough = Pressure Man-to-Man 23 = Regular Trap 25 = Blitz Trap 26 = Blitz Switch

Additionally, we divided the court into four areas to determine where players should trap the offensive team (see Figure 15.1). When I call defense to score in area 4, players take up a full square; in area 3 they pick up in three quarters court; in area 2 they occupy half the block; and in Area 1, they take it at the top of the three-point arc. Thus, 22-Regular in Area 2 signals a man-to-man half-field defense. In this system, 25 is our flash trap and 26 is our flash switch. If you're playing against a team that's playing a set of 1-4, you might want to use the entry defense, which allows the offense to complete the first piercing pass. These defense mechanisms and others are discussed in more detail later in this chapter. This defensive coding system is very effective as it can cover not only everything you can use defensively, but everything you are likely to encounter in games throughout the season.

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opponent's basket

The defense must be able to hit most backdoor passes. And by stopping passes to cutters, the 22-Tough puts even more pressure on offensive players to open up at the perimeter. To add to this court full of overplay, we simply call 22-Tough in Area 4 (see Chapter 16). The same individual pressure principles apply, except players now refuse passes across the pitch.

3 Figure 15.2 22-resistant.

Your shopping cart Figure 15.1 Defense areas of the square. Wooten/E4850/Fig Xs and Os 15.1/444817/KE/R2 Man to Man Defense

Our main defense is 22-Tough, a man-to-man pressured defense with rotation on the assist side. This defense forces offensive players to get the ball, ideally denying them the ball while exaggerating the passing lines. Good defensive players make their opponents work really hard for whatever they get. One goal of the 22 Tough defense is to invite the pass out the back door. Such a pass often seems available on offense as defenders position themselves on the passing lanes and outside of their player (Figure 15.2). With proper placement of the weak side

In Regular 22, the defenders play man-to-wooten/E4850/Fig 15.2/444818/KE/R2 man, but they position themselves between the offensive players and the basket, rather than between the offensive players and the ball, as in 22-Tough (Figure 15.3 ). The 22 regular allows offensive players to catch the ball, but defenders should never be beaten by dribbles or backcuts. The basic rule of this defense is that the defenders keep everything in front of them.

3 4 5

Figure 15.3 22-Regular.

Wooten/E4850/Abb. 15.3/444819/KE/R1

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Two of the best variations of 22-Tough are the Blitz Switch (26) and the Blitz Trap (25). These are most effective when you are: • Creating turnovers • Controlling time • Wanting to get strong offensive players to give up the ball • Disrupting offensive team patterns and timing • Wearing down offensive players so they're not as strong off the late Game offense and • force weaker offensive players to hold or shoot more of the ball. If your team is at 22-Tough, the player guarding the ball in midfield must force the ball to one side and keep the dribbler on that side. This determines which defenders should deny your player the ball and which defenders should be off your player and on the assist side. If you force the ball to the side, you can also perform the Flash Switch and Flash Trap.

Lightning Trap - 25 Let's look at an example of how a team can perform Lightning Trap. X1 plays to the left of the dribbler as he crosses midfield. This excessive pressure forces the ball handler to the right where X2 is ready to catch him. When the dribbler is three steps away from X2, X2 runs towards him under control and in a defend position to complete the trap. Upon exiting his player, X2 must start yelling loudly to signal his teammates that the trap is activated and the rotation must begin. This also helps confuse the dribbler enough to sometimes catch the dribble, putting themselves in an even more difficult situation. After containing the dribbler in a certain area, X1 and X2 close the trap, maintaining balance and staying low to keep the ball's owner in the trap. The trap should form a V with the open side facing away from the scoring area (see Figure 15.4). Remind your players that they can maintain the trap by moving their feet and not pushing or pinning the attacking player with their hands or arms.

1 2

4 5

Figure 15.4 Lightning trap.

When the attacker catches Wooten/E4850/Fig 15.4/444820/KE/R1's dribble, the defenders close the trap even further, keeping their feet active and cutting off the passing lanes. They keep both hands together (follow the movement of the ball) and avoid the temptation to reach out and try to steal. Reaching out would cause them to lose balance and give the offensive player open passes. Reaching out can also be called a foul and can therefore let the offensive player off the hook. The patience of the two players holding the ball allows for rotation. Turnovers will occur when the trap forces a hasty decision or a bad pass; The rotating players move through the passing lanes to steal the ball. The defense can also force the offensive player to commit an infraction (stumble, double dribble, five-second call) or a penalty kick. Defenders start their rotation as soon as they see X2 leaving their player to catch the dribbler. Player X4 comes out to intercept the pass to player X2, X5 turns to catch the post on the side of the ball, and X3 anticipates the ball's sideways approach and denies the pass. Note that this rotation leaves the offensive player furthest from the trap open. This is the risk you run when using the Lightning Trap Defense. We risk that the passer cannot hit the open player with enough pressure. If he discovers him, his players will have to adapt as best they can. Note that only a high post defender is not involved in the rotation. Let your players know that offense will occasionally score, as this is a defensive game. However, your players must

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They also enforce enough twists to balance the points they allow. If the trap is broken by passing or dribbling, defenders must help and recover until the defense resets and all attackers are guarded. Defenders must speak and move to get back to their players as quickly as possible.

Blitz Switch—26 The Blitz Switch differs from the Blitz Trap in two main ways. First, there are only two players involved in Blitz Switch. Other players will not rotate to the next available receiver, although a player is encouraged to anticipate and make a pass lane steal if they have the angle to do so. Second, instead of trapping X2 in a trap, X1 will break away from the defending player and grab X2's player (see Figure 15.5). Aside from these two principles, Blitz Trap and Blitz Switch perform similarly. X1 reaches over to one side of the dribbler to deflect the ball to a teammate. Warn the midfielder not to play so far off the ball carrier's side that he gets cut

The basket. He still has to hold the ball. If the offensive guard insists on going to the overplay side, X1 simply switches with the defender on that side of the court. When the dribbler is three steps away from X2, X2 runs towards him and performs the blitz switch. Again, he should start yelling when he leaves his player to signal that the flash switch is on. When X2 runs towards the player with the ball, he must control himself and put himself in a defensive position in order not to overtake him. Failure to include it defeats the purpose of the flash switch. As X2 catches up with the dribbler, X1 hangs up and runs to catch X2's player. This is very effective after running the Lightning Trap a few times. When the dribbler sees his player's X2 launch to execute the blitz, the dribbler will attempt to make the pass quickly. If X1 is alert, he can catch this pass. If the offensive team wins their Blitz trap by passing before their players have completed their rotation, the Blitz switch can be an effective way to control the pace of the game without leaving players open to becoming receivers.

Verboten

1 2

Figure 15.5 Flash switch.

Wooten/E4850/Abb. 15.5/444821/KE/R1

Entry is used against an offensive set of 1-4 who are trying to exploit their defenses by spreading them out, knocking out the assist side and creating backdoor opportunities. The goal of inbound defense is to eliminate the offensive team's ability to convert backdoor passes into layups. Instead, it allows the first stitch pass to be completed to the wing or high post. Completing the wing pass also establishes the ball and assist side of the field, allowing the defense to adjust accordingly. Once the first pass is made, your team can switch back to 22-Tough or any other defense you name.

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Fist and Finger This defense attempts to intercept the pass or dribble when the ball enters the offensive half. (The full-court version of "Fists and Fingers" is discussed in Chapter 16.) Sometimes you may want your players to capture only passing or only dribbling. Both options are possible from this defense. You can also ask your team to only pin in specific places (corners, center line, below extended foul line). To create the Pass Trap, I usually have my team play our Entry Defense, which allows the first pass completion for the trap. The rotation is the same as a 25 (lightning trap). Time is critical if sales are to be created. The rotation should begin the moment the ball leaves the passer's hands and the nearest defenders begin their attack and double-team on the receiver (see Figure 15.6).

Pressure Team Defense Basics Emphasize these principles to players as you prepare them to act as a defensive unit: • Be in excellent physical condition. • Focus! • Talk about defense with each other. • Be ready to play; You don't need to prepare to play. • Push the ball. This halves the ball carrier's vision. • Interrupt puncture passes. • Buckling (sagging) to help when the ball goes into the post. • Help and recovery. • Prevent the attacker from turning the ball over. • Force the ball out. • Move when the ball moves. • Play aggressively and enthusiastically. • Don't allow offense to play in straight lines. • Stop moves to basket. • See the ball and the offensive player.

Figure 15.6 Wrist and fingers: off-pass half-court trap. Wooten/E4850/Fig. 15.6/444822/KE/R1

Players may only intercept the dribble when they are at least three paces from the ball.

Positioning the Pressed Defense Being in the right position and knowing the responsibilities associated with that position is critical to a good team defense. A player in the right position has excellent chances of making the right play. On the other hand, a player who is half a step out of position may commit a foul or concede a basket.

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Thoughts for the Day Ninety percent talk about what they're going to do; ten percent go out and do it. –Henry Ford In order for man-to-man pressure defense to be successful, every defender on the field must be aware of and able to fulfill several responsibilities. These responsibilities are constantly changing depending on which forward is being guarded and where they are in relation to the position of the ball.

Guarding the Ball The player guarding the ball must apply intelligent pressure to the ball handler to stop the dribbling. The defender must try to get the player to put the ball on the ground and then force them to pick it up for a 'used dribble'. See Chapter 14 for steps required to contain and pressurize the ball handler.

Figure 15.7 Defending a pass.

Defending a Pass Away The defender whose forward is a pass away from the ball must stand between that player and the ball. The defender also needs to be a bit distant from the offensive player. From this position, the defender will slow down the attacker and give themselves more time to recover and make the cut out the back door. The defender's chest should face the attacker and their back foot should be positioned to slice the attacker in half. The defender's front foot, outside arm and hand must be on the pass line (Figure 15.7). The attacker who denies possession in this way is forced to go through the back door where the auxiliary defense is positioned. This overplay position also allows the defense to continue to dictate and control the pace of the game. But to do that, defenders must always see the ball and the player while in the overplay position.

Team Defense 211

This type of defense makes it difficult for offensive players to open up. An offensive player can take two or three full steps towards the basket before his defender is forced to take a step to contest the pass. Not having to react to the offensive player's every move also allows the defender to interrupt the pass to their player with a V-cut that many attacks rely on to get going.

Two Pass Defense A defender whose attacker is two passes from the ball must have one foot on the foul line. He must position himself so that he can see his player and the ball. This enables the defender to stop penetration on the ball side of the field or respond to the pass to his player.

Three Pass Defense If a defender is guarding an attacker three passes from the ball, the defender must position himself on the line. From this position, the defender is in the best possible position to stop the ball's lateral attack.

Rotation The following are the most important rules players should remember when forced to rotate in pressure defense: 1. The high post never gets involved in the rotation (if it did, there would be no one left to watch his man to catch). 2. Low post, forward and low guard get an offensive player closer to the ball. 3. When the ball hits the post, defenders who have a pass away collapse and dig in, then fall back to their correct positions when the ball is back on the boundary.

Team Defense Rules One-to-One Here are some important rules for team defense one-to-one: • Don't let offensive players get to the ball. When they get the ball, apply aggressive but intelligent pressure on the ball. • Have the dribbler pick up his dribbling and approach him. • Completely overdo the first recipient. Step off the player and walk toward the ball with one hand on the pass line. • If the offensive player is not an immediate receiver (two or more passes), be well away from the player and in a position to assist or prevent the flash.

Defense Against the Screen Whenever an offensive player builds a wall, the defensive players need to talk to each other. Misunderstandings lead to confusion and missed tasks, which means unchallenged attempts at attack. When defending shields, players must follow two rules: 1. If the shield is attempted within the scoring area (three-dot line), step over it (Figure 15.8).

Figure 15.8 Moving the mouse across a screen.

Wooten/E4850/Abb. 15.10/444826/KE/R1

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2. If the interception is outside the scoring area, cross the barrier by having the defender guarding the pursuer step in front of his player to let his teammate through (Figure 15.9).

Skate through the exercise to become familiar with the rotation, because even your post players may be forced to defend a wing in some situations. Position your offensive players as shown in Figure 15-10, with the two guards and the two forwards over the foul line.

2 3

Figure 15.9 Scrolling through a screen. Figure 15.10 Horseshoe: wing drive.

Defensive players won't always be able to follow these rules, and this is where communication becomes especially important. Sometimes you might have to tell them to get past the screens even outside of the scoring block if the offense is screening for a three-point shooter. Of course, you can't give a good three-point shooter too much room to shoot.

Team Defense Drills While teams can have off nights offensively, with hustle and hard work, team defense can always be consistent. Team defense drills are important to establish communication and cohesion between team members. The following exercises have proven themselves in our practice.

Horseshoe This exercise teaches your players their basic responsibilities at the 22 Tough defense. Assign two offensive guards, two defensive guards, two offensive wingmen, and two defensive wingmen. In the early stages of training, your players will have a better understanding of defensive rotation if you don't include the posts. Get all your players to participate

Have offensive players stay stationary at first while defensive players adjust to where the ball is on the court. This allows your players to learn how to play assist side position and defense, and you can teach while the drill is in progress. Since this is a teaching exercise, your defensive players need to allow offensive players to complete passes. Tell the offensive team to play the ball around the perimeter until the whistle blows, at which point whoever has possession of the ball saves it. The defense can continue to move after the whistle to achieve a proper defensive position. Now you can scan the defense to make sure each defender has adjusted their position in relation to the position of the ball. At your command, the offensive team moves the ball again and the process repeats. Once you've made sure every player on the team knows where they should be in relation to the ball, it's time to show how the defense turns when a backdoor tackle attempt is made. At your command, the winger must drive to the basket. The defender guarding the ball (X3) lets the winger advance. The help side attacker (X4) runs across the track to stop the car. then

Team Defense 213

X4 yells at the top of his lungs as he approaches the dribbler. This call serves two purposes: (a) it distracts the dribbler, which may cause him to resume his dribbling or even commit a turnover; and (b) alerting the other defenders that the rotation is on. X4 must keep the attacking player off the track. If the dribbler is allowed to enter the lane, many problems arise for the defense. To keep the drill going, the offensive player must not pitch unless they have an undisputed layup. If stopped along the baseline, the ball is flipped. When X4 challenges the drive, X2 spins across the lane to saddle X4's offensive player - the weak side wing. X1 moves towards the foul line to protect himself from an open player in this dangerous scoring area. If the offensive player shoots, the block assignments correspond to the position of the players after the rotation. X4 blocks the shooter; X2 blocks the weak side wing; X1 blocks the next guard. After correcting all mistakes, restart players and start playing the ball around the boundary again. Guard position rotation is slightly different. If X1's player goes out, X3 must stop the dribbler (see Figure 15.11). If X3 does not arrive in time to stop the attack, X4 must cross the runway to stop the ball handler and X2 then isolates the wing area. If the dribbler takes an inside route, X2 must stop him before he enters the scoring area. If X2 cannot arrive on time

Stop attack, he has to seal the side of the ball and X4 has to stop the dribbler.

Horseshoes with the Post This drill teaches players to turn and defend against a low post. Perform the horseshoe drill with a high or low post player throughout the season. When the post is up, the defender is not involved in the rotation and is a pass away no matter where the ball is on the field. If there is a low post player, there is a slight change in defensive assignments, but the principles remain the same. In the bid, the player defending the low beam (X5) spins to catch the dribbler. X4 swings down to cover the offensive low post. The off-guard X2 cuts the wing and X1 slides to the foul line and stays alert for the pass (see Figure 15.12).

Figure 15.12 Horseshoe with post.

Wooten/E4850/Fig 15.14/444830/KE/R1 single player horseshoe front 1 3

Figure 15.11 Ferradura: Drive by Guard.

Wooten/E4850/Abb. 15.13/444829/KE/R2

In this exercise, the attack is set up in front of a player. In this case, the rotation rules described in the Rotation section of this chapter apply regardless of whether the offensive players are standing or heading for the basket. Again, X5 spins to stop the attack, X3 catches the low post offensive player, and the defensive point player has to spin and catch the weak winger. The high post is not involved in the rotation according to the rule (see Figure 15.13).

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1 4 2 3

Figure 15.13 Horseshoes with a front for a player.

Wooten/E4850/Abb. 15.15/444831/KE/R1

Fogler

This drill confronts players with all of the defensive situations they may encounter in a game: ball protection, cutter protection, player protection one pass away from the ball, and player defense two or more passes away from the ball. As with the horseshoe drill, start with two guards and two forwards. Both offensive and defensive players will be active in this exercise. The X2 player starts with the ball while the defenders defend as shown in Figure 15.14. Because this exercise is used to teach defensive positioning and responsibilities, the defense allows the offensive players to complete their passes and the offensive players cannot break the established pattern. let's go

follow a defensive player during practice rotation. When the ball matches the wing, X2's role changes from guarding the ball to guarding the player a pass away from the ball. X2 must step forward in the fast lane to deny the back pass. After passing the ball, the player from X2 cuts to the basket and tries to get between X2 and the ball. X2 should deny him that position, which is why it's so important that X2 slide into every pass his player makes. If the passer slices towards the basket, the player who caught the pass will hold the ball until you tell them to spin the ball. Offensive players rotate as the cutter moves down the lane and then positions itself where the outfield originally began. At the change of attack, X2 stops on the lane because his player is now more than two passes away from the ball. He will now defend the auxiliary side. At your command, the offense now turns the ball around, leaving X2 two passes away. X2 needs to take a step or two up the lane to get onto the passing lane once the ball returns off guard. This court position allows him to deny the player the ball when he crosses the lane for the ball. If the ball-carrier passes off guard, X2 is one pass away and must be on the pass line to deny the ball to his player (see Diagram 15.15).

1 3

3 4

Figure 15.14 Fogler: On the ball for side defense.

Wooten/E4850/Abb. 15.16/444832/KE/R1

Figure 15.15 Fogler: Denwing wing pass on reverse.

Wooten/E4850/Abb. 15.17/444833/KE/R1

Team Defense 215

Offensively, with each guard-to-guard pass, passers and wingers alternate on your side (see Figure 15.16). This helps the assist side defensive player adjust from one pass to two passes. It also gets defenders used to talking to each other.

The exercise continues as before until the players are back in their original positions. Remind your players that they need to see both the ball and their defender, especially when players are transitioning from one pass to two or three passes off the ball. All players must be able to play each of the defensive positions in the Horseshoe and Fogler drills if they are to contribute to a pressure team defense. These two exercises require all the necessary defensive skills.

Excessive Guard

Figure 15.16 Fogler: passer and wing change.

X3's Wooten/E4850/Fig player then matches the wing, causing 15.18/444834/KE/R2 to match all defenders and placing X2 on the ball (Figure 15.17). Passing to the wing, X3 slides towards the pass and denies the passer the cut of the basket; X4 enters the fast lane and denies his player the pass. X1 enters the lane to thwart the unprepared reversal pass and X3 replaces X1 as the weak side defender in the lane (compare Figure 15.17 with Figure 15.14).

Figure 15.17 Fogler: On the ball for side defense.

Wooten/E4850/Abb. 15.19/444835/KE/R1

When we want individual team members to improve a specific defensive ability, we have them go through detailed drills (breaking the plays into smaller increments). Guard overplay drill develops players' skills and confidence to deny the ball to guard players. The attacker starts in the wing position and anticipates a pass from the nearest coach in the defend position. X1 takes the defensive overplay position. Begin the drill by having X1's player work on the opening while X1 fights the ball by standing between his player and the ball. Player 1 works to get the ball on the wing or further back near midfield. Attempt to throw the ball to the offensive player. Occasionally, intentionally allow the defense to successfully intercept or deflect your pass to the offensive receiver. This helps build the defensive player's confidence and make them believe they can push their player off the ball. If the defender is really exaggerating, he should be able to intercept the ball with no problem. If you call out the offensive player's name, he'll make a hard cut to the basket. X1 denies the pass through the back door by pushing off his front foot, turning his head so he can still see both the ball and his player, and closing the distance between himself and his player to the basket. He holds his arm up to deflect the pass and create a psychological barrier for the passer.

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As the offensive player approaches the lane, the X1 opens to the ball and attacks your player sliding down the free throw lane. The cutter moves to the opposite wing and looks for a pass from you as you dribble the ball to that side of the court. X1 remains in denial or overplay position on that side of the court, but this time has opposite hand in passing lane and appropriate foot forward. He should still be looking straight ahead and dividing the distance between his player and the ball so that he can see both (see Figure 15.18).

Completely. The rule of the 22 Tough defense is not to let the player have the ball. It must be done without playing it. No player has ever scored without the basketball.

1-on-1 Half Court The 1-on-1 Half Court drill allows players to practice executing all defensive steps and principles while defending a player in game conditions. Name an offensive player and a defensive player. Players start at wing, wing, short corner or crossbar; Vary the starting position to keep the bit cool. They perform this drill at both ends of the court, with half the team at each basket. Instruct the offensive player to cut the defender at the basket. The defender must force him to the bottom line or center of the court; The defender must try to cut off the offensive player's attack before it reaches the basket. Play until the offensive player scores or the defensive player regains or gains possession of the ball.

2v2 perimeter Figure 15.18 Overtaking the guard.

One Wooten/E4850/Fig issue you may encounter is that 15.20/444836/KE/R1 when X1 approaches to deny his winger the ball, he gets too close to the offensive player. This makes the offensive player faster and causes problems for the defender. He has to stay an arm's length away. Teach players to ignore the striker's first step to the basket. If the attacker consistently responds to the first step, he can take a quick step back and receive the ball on the outside line. In addition, your players must not open the ball too early or too late. They must open as soon as the offensive player is on the lane or as soon as they see the attempted pass. Constantly remind players that in game situations there will be pressure on the ball and a defender on the weak side, which will make backdoor play extremely difficult

In this drill, players work on applying man-to-man defensive principles of perimeter and footwork—specifically, defending the ball and defending a pass from distance—in game conditions. Start with two offensive guards and two defensive guards. Let them play in a live situation using the entire half-court area. Have the defenders play 22-Tough and tell them to keep all your defensive principles in mind.

2v2 Post In this exercise, players will work on applying Postman defensive principles and footwork in game conditions. Start with two offensive players at the post, corresponding defensive players, and a coach on each wing trying to feed the post players as they open up. Have defenders work to keep the post off receiving the ball on the baseline side (while the ball is within the free throw line extension) and have active defenders be on the assist side. O

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Coaches can drive to the basket at any time, at which point defenders must help and recover to stop the ball (see Figure 15.19).

Drill, have the offensive player play at half speed so the defender can lower the footwork. Once the defender is comfortable with their footwork, you can play live.

2 in 2 One side C C 4 5

Figure 15.19 Post 2 in 2.

Wooten/E4850/Abb. 15.21/444837/KE/R1 Post-Defense

Defenders are constantly changing their position relative to the ball. This exercise teaches defenders how to continuously move to maintain proper position between the ball and the offensive player. Start with a post offensive player, a post defensive player, a coach and two managers. The defensive post must be behind the offensive player. The coach is at the top, the managers at the side. The defender must respond to his pass to either wing and assume a defensive position at the post (see Figure 15.20). at the beginning of

Figure 15.20 Post Defense.

Wooten/E4850/Abb. 15.22/444838/KE/R1

This exercise teaches perimeter defenders to "dig" passes to the post and adjust passes back to the perimeter. This drill also works post-defensively when you're refusing to pass your player. Additionally, offensive players are working to power up the post and reposition themselves for a potential shot. This drill consists of a goal post and an attacking winger, along with a corresponding defensive player guarding both. The offense must act on one side of the court. Perimeter attacker tries to feed the post and reposition after the pass. The post-offensive player must work to open up and then transition to the shot effectively. Defensively, the goalposter must move his feet to stop the pass to the post, and the full-back must hold the ball and pressurize but not be overplayed when dribbling. If the ball hits the post, the full-back must dig in the post and stand with his back to the baseline so he can see the entire field. If the ball is returned to the boundary, the defender must adjust to catch his open player.

2v2 Winger This drill helps wingers expose themselves to situations they are likely to encounter in games when defending the ball, when a pass misses the ball, and when more than one pass misses the ball. Start with an offensive player on each wing and a corresponding defender on each. Position yourself with the ball on top of the button. Start the exercise by dribbling to one side of the key. The two defensive players must work to deny their player the ball when they are one pass away, play assist end when the ball is two passes away, and play assist and recovery when the ball goes in the basket (15.21).

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C 3 2

Figure 15.21 2-in-2 wing.

Finally, you can perform the 3v3 exercise Wooten/E4850/Fig 15.23/444839/KE/R1, with the defense playing 22-Tough and the offense working to open up against the pressure.

With the defender now more than two passes away, X2 needs to have both feet on the line and see both the ball and his player. You can always drive to ensure X2 can help in case of penetration and recover if he is on the weak side. Then signal the offensive player to cross the lane to the ball. If the offensive player blinks, the defender must move up the lane and deny him the ball and position. After the offensive player shoots, he cuts a V to the ball-side block and post (see Figure 15.23). The defender now refuses the pass to the outside post and plays on the offensive player's baseline side. Players then switch from offense to defense and from defense to end of line.

Perimeter to Post This drill will teach your players each of the positions they can play while being part of a team defending against pressure. Start with one offensive player and one defensive player. The offensive player starts on the wing. Get into guard position with the ball. The defender (X2) initially overdoes it on the wing. The offensive player must work to open from the extended free throw line to the diamond. If you call out the offensive player's name, he'll slice through the backdoor, and the defender will turn his head and deny the backdoor pass. As the cutter passes the lane, dribble from the guard position to the wing you just left (see Figure 15.22).

Figure 15.22 Perimeter to post: Deny the backdoor.

Wooten/E4850/Abb. 15.24 /444840/KE/R1

Figure 15.23 Perimeter to pole: deny the flash.

Because this drill is done 1 on 1, you can focus on the individual and their development as a rock solid defensive player.

Overmatch This exercise is designed to teach quick and correct movement within the defense. Allowing defense to play one or two fewer than offense forces all defenders to react quickly and correctly. Defensive players must move on the pass, not after the pass is caught. It's amazing how much faster your defense becomes when you play with a number disadvantage.

Team Defense 219

Etiquette. This improves defenders' support and recovery abilities, as well as their reaction time. Put six attacking players in midfield against four defensive players (6 vs. 4), and put two attacking players on the baseline on either side of the basket. You can also do this with a 5v4 overshoot. The offense moves the ball and eventually brings it to the baseline. When the baseline player catches the ball, it drives behind the defense. Proper rotation must occur when defensive players help and recover to avoid scoring (see Figure 15.24). Don't let defenders get in the habit of protecting an area. Instead, have them work, talk, and help as a unit while playing against the five or six offensive players.

1 3 4

Figure 15.24 Overmatch (6 vs. 4).

Wooten/E4850/Abb. 15.26/444842/KE/R1

Down Defense Screen

This drill helps players practice the principles of communication and defense against a downscreen that often occurs from perimeter to post. Start with an offensive wing, an offensive low post, and the appropriate defenders. Position yourself (or another coach) at the point guard with the ball as well. As the winger shrinks X2's canopy to open the low post player on the wing, X1 must break out of his player and run toward the ball to give X2 room to slide across the canopy. By communicating and giving each other room to maneuver, defenders can successfully work against the screen (see Figure 15.25).

1 2

Figure 15.25 Defense versus Screen Down: Going Over. Wooten/E4850/Fig. 15.27/444843/KE/R1

Another example of bottom screen defense shows the exchange that takes place between the keeper's weak side and the wing after the ball gets to the other side of the field. X2 and X1 need to talk to each other to avoid colliding with each other while continuing to perform their weak side defensive duties. Since X2 is walking up the lane and can see the entire field of play, he should tell X1 what to do. X2 must move directly onto the lane and the passing lane to refuse the ball (because it is now a pass away). X1 (who is now two passes away) needs to take a step from his player to the ball so he can attend to the weak side's defense (see Figure 15.26).

Figure 15.26 Defense versus screen down: make space. Wooten/E4850/Fig. 15.28/444844/KE/R2

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The defender must never be more than one pass away from the covering player. Defenders should avoid moving to the canvas whenever possible. Encourage players to stay with the offensive player they defend, assist and recover.

Defense Versus Cross-Screening This exercise helps players practice communication and defense principles against cross-screening that often occurs between two post-players. Start with two low post offensive players, match quarterbacks, and a coach on the wing with ball. The strong-side defender must deny his player the ball. Like I said, your players should be able to defend from both the post and the touchline, and screens happen at the post. When defending crossscreen, your players need to communicate with each other to be successful. A post player crosses the screens to the other post; X5 tells X4 what to expect. When X4 is blocked, he walks up the lane and toward the ball to make the high cut, and X5 defends against the low cut (see Figure 15.27). If the offensive player coming off the screen slices up, X4 is able to block the pass. When clipping low, X5 delays its clipping to allow X4 to contour around the screen. Player X4 must move up the lane and onto the ball to ensure the pursuer does not re-enter the ball to be a receiver as X5 denies the cut-off to the other player at the post. Like X4

recovers, X5 slips onto the lane and becomes a weak defender of the post. Remind players that the ball side defender makes the low cut and the assist side defender makes the high cut.

Defense Versus Shielding On Ball This exercise helps players work on communication and defending principles against a shield involving the player with the ball. Start with a point guard on the ball, a winger, and the appropriate defenders. When the barrier occurs on the ball, the player (X3) guarding the blocker must step out and take cover to prevent the dribbler from penetrating (see Figure 15.28a). This gives the protected defender (X1) time to fight through the wall and get back in front of the guarding offensive player (see Figure 15.28b). Remind the defending defender to step away from the player he is guarding and enter the penalty area.

1 3

one

1 Wooten/E4850/Abb. 15.30a/444846/KE/R1 3

b Figure 15.27 Defense against crossscreen.

Wooten/E4850/Abb. 15.29/444845/KE/R1

Figure 15.28 Defense against ball protection. Wooten/E4850/Fig. 15.30b/445636/KE/R1

Team Defense 221

dribbler path. He needs to stay deep on the way out so he can delay the dribbler and hold the ball while his teammate goes through the canvas.

C 2 1

5 points This drill allows players to work on a variety of ways to defend the ball. Start with one player on defense and one on offense; A coach is at the top of the key with a ball. At each of the points shown in Figure 15.29, ask the defender to do the following: 1. At point 1, the defender plays denial or gap defense with the coach up on the wing. The offensive player runs onto the opposing wing while the defender stays on the assist side. 2. At point 2, the coach passes the weak striker. The defender then approaches the offensive player. 3. At point 3, the defender defends the offensive player as he races down the lane. 4. At point 4, the defender faces the post and works as the ball moves from the top of the key to the baseline. 5. At point 5, the defender is playing behind the post and working to get just one shot.

Figure 15.29 5 points.

Wooten/E4850/Fig. 15.31/444847/KE/R1 switch, change, touch

Players begin this drill by playing 5v5. When the coach calls "Swap," the defenders must switch to guard someone other than the one they're guarding. This requires the defense to speak up. When the coach calls "Change," the offensive players must drop the ball and run back to the defense. This simulates a turnover. Finally, when the coach yells "touch," whoever has the ball must let go of it and run to touch the baseline while his four teammates run back to play defense. This forces the defense to play in a situation where they are outnumbered.

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Chapter

Full team defense in court

ONE

Once you've taught the basics of individual and team defense and built your half-field defense, you should be ready to unleash a full-field team defense. Every team needs a full field defense for games where they are behind in the closing stages and need to force a comeback. Full defense in court can work to your advantage in other areas as well. They can • control the pace of the game at will, • force the opponent to play the length of the court on offense, • take advantage of their team's superior speed, and • take advantage of a team that may not be controlling the ball.

22-Tough As described in Chapter 15, the alignment we use most often for our full-court defense is called 22-Tough (see Figure 16.1). In this

Alignment, X1 catches the attacker while X2 positions himself between his player, who is working on the opening at the elbow, and the ball. X3 and X4, who are guarding the players on either side of the half-court line, also stand away from their players and face the ball. X5 needs to play well off the low post player to ensure he doesn't open up for a high pass and to prevent offensive players positioned in midfield from catching the attacker's lob. Three core variations of 22-Tough in Area 4 have stood the test of time for us over the years. Each is simple and gives the 22 Tough pattern in Area 4 many useful options without drastically changing tasks for most defensive players. By giving your defenses a "new look" you can throw your opponents off balance. We label these three variations baseball terms because it seems to help players remember what defenses are designed for. They can be adjusted to match your opponent's pressure attack and play style.

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224 Training basketball successfully

4 Figure 16.2 Short stop. 3

16.2/444849/KE/R1 This Wooten/E4850/Fig defense is particularly effective against a team with just one good ball carrier or a team with an exceptional guard who is keen to deflect the ball. This simple tactic is also very successful against a well-patterned ball hitter who relies on a single top player to start the offense. When the main receiver is double-staffed, offense tends to abandon its standardized style and play more randomly. In fact, you neutralize his offensive strength.

Figure 16.1 22-resistant in area 4. Wooten/E4850/Fig. 16.1/444848/KE/R1

short stop

In this variation, X1, who normally guards the striker, plays between the ball and the receiver. X2 moves behind and to the side of the potential receiver's ball, creating a doubles team (see Figure 16.2). If the attack brings the ball inside, X1 must recover to tag the attacker. The defense would then play a normal 22 tough in the 4th area.

Center Field This variation was designed to avoid the lob pass. The player (X1) who normally guards the attacker plays at the top of the circle. It is X1's responsibility to hit medium lobs. This is particularly effective when a team uses defensive screens to break the pressure on the entire field (see Figure 16.3). First, the midfielder has to cheat to the side of the ball as the backboard prevents the attacker from praising to the weak side.

Collective defense in court 225

fifteen

2 1

4 Figure 16.3 Midfield.

16.3/444850/KE/R1 Center Back Wooten/E4850/Fig gives 22-Tough a zoned look that often leads the offensive team to make unnecessary and dangerous adjustments to break the pressure. X2 and X3 can now respond to overplay even more decisively since the lob is covered.

Left Field The purpose of this defensive lineup is to prevent the offensive team from successfully completing the full field pass. X1 moves to the opposite side of the playing field, to the center of Area 2 (see Figure 16.4). That increases the pressure on the other four defenders; When the pass is completed to one of his players, the pressure is broken by a throw back to the uncovered inbounder. However, defenders can rest assured that they can completely overplay without worrying that the player they are guarding will break the pitch for the long lob.

Figure 16.4 Left panel. Wooten/E4850/Fig. 16.4/444851/KE/R1

2-2-1 Assistant

The 2-2-1 assist is a safe zone pressure that can consume the clock. In this 2-2-1 formation, X1 and X2 are at the elbows of the free-throw line, X4 and X5 start on either side of the half-court, and X3 starts as a safety near the opposite tip of the bracket.

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4 1

3 3

one

Figure 16.5 Wizard 2-2-1. Wooten/E4850/Fig. 16.5a/444852/KE/R1 If the ball is within bounds, X1 forces the ball into the touchline while X2 clears the middle (Figure 16.5a). X4 searches for the sideline trap and X3 removes the sideline. X5 has the hole. Once the ball is returned to the center, X2 forces the opponent onto the opposite wing while X1 takes away the center; X4 takes the hole and X3 runs to the opposite sideline (Figure 16.5b). X5 is a late fighter.

On-Court Changes and Gotchas As mentioned earlier, you never want to give offense the same look and feel over and over again. In addition to the basic 22 Tough variations,

Wooten/E4850/Fig you can also use 16.5b/444853/KE/R2 Blitz and Full Court Switching to interrupt the attack.

Blitz Key—26 The Blitz Key (26) can easily be performed in Area 4. See Chapter 15 for a description of this technique. Because it's a two-player defensive tactic, there's no need to make any adjustments when using it in the backcourt.

Lightning Trap - 25 Let's see what adjustments need to be made when performing Lightning Trap (25) (see Chapter 15) in Area 4. When the ball passes to the next offensive player and his team

Collective defense in court 227

is in Blitz Trap, X2 has two options. He can force the ball handler to the sideline for the fan trap or force him to the center for the funnel trap.

Fan Trap X2 forces the player who received the pass to the sidelines. X3 breaks away from his player when the player with the ball is three paces away and completes the trap with X2. X5 swings up to catch X3's player on the midfield line and waves across the pass line for a possible steal. X1 takes the pass back to the inbound and X4 drops to play between the two deep offensive players (see Figure 16.6). X4 must remain active, read the

Fall, judge which receiver is more dangerous and cheat in that direction.

Funnel Trap X2 forces the inner receiver to center and into the trap with X1. X4 pivots up to look for a steal and moves across the passing lane between the ball handler and the inbound. X3 stays with his player, and X5 flips up and plays between the two deep offensive players, just as X4 did in the fan trap (see Figure 16.7). The deep pass goes unguarded (as the defensive player cheats towards the nearest receiver), but it's an extremely difficult pass, especially when the passer is in the middle of an aggressive trap.

2 2

1 1

Figure 16.6 Fan trap. Wooten/E4850/Fig. 16.6/444854/KE/R1

Figure 16.7 Funnel trap. Wooten/E4850/Fig. 16.7/444855/KE/R1

228 Training basketball successfully

fist and fingers

Fist and Fingers (see Chapter 15) can also be used as a full defense with just a few adjustments. This defense is similar to the hopper trap, except in this case the trap is triggered by the pass or dribble, not just the dribble. On the inside pass to the nearest receiver, X1 leaves the lineman (or whatever center field position he's in) to catch the ball handler with X2. X4 spins again and X5 separates the two deep offensive players while reading the trap (see Figure 16.8).

23 is a safe zone pressure that helps wear out the clock. We typically do it as a half-court press, but it can also be extended to Area 3 as a three-quarter press. The defense is built in a 1-2-2 orientation, with X1 at the end, X2 and X3 on the sides, and X4 and X5 on each side of the basket. Whether the defense is in a three-quarter or halffield position, X1 starts the pressure by harassing the ball handler, while X2 acrobatically plays the ball handler for a possible trap (Figure 16.9a). At the same time, X3 occupies the center, X4 the side, and X5 the hole. When the ball reverses, X1 moves to defend the ball while X2 moves to the center (Figure 16.9b). X3 moves forward to intercept with X1. X4 has the hole and X5 takes the sideline.

Emphasis on defensive teamwork

Figure 16.8 Wrist and fingers: full section. Wooten/E4850/Fig. 16.8/444856/KE/R2

A potential obstacle to developing a strong team defense is getting all players to devote their attention and energy to it. As we have seen in this chapter, a weak link in the chain of five defenders will allow even a mediocre attack to break it. You as a coach can make a difference by selling your players the value of good individual and collective defensive play. It all goes back to what I said before: It's not what you train for; is what you emphasize. I probably value team defense more than any other phase of basketball. I tell my players that the best defensive player always goes first. It may not be the most poetic statement ever uttered, but I'll tell you this: "No defense, no game." The occasional good-natured pin can also show a player or team the importance of good defense. A former assistant coach, Pat Smith, also played for me at DeMatha. He claimed that I used to really reach him if he was defeated when

Collective defense in court 229

1 2

4 4

one

Figure 16.9 23.

I'd say Wooten/E4850/Fig would say something like, "Don't worry Pat. He's obviously a little too fast for you. But I thought you had the intelligence to take better angles and cut players faster. I want to emphasize here that these needles can be used to pull a stitch, but they should always be humorous. Never use them to embarrass a player.

Thoughts for the Day Our greatest desire in life is for someone to push us to do what we can. -Ralph Waldo Emerson

Wooten/E4850/Fig. 16.9b/444858/KE/R2 My emphasis on defense doesn't necessarily mean I spend more time on it than on any other facet of the game. In fact, I recommend spending more time practicing offense than defense. It reminds me of a clinic I attended where UCLA's John Wooden was the keynote speaker. Coach Wooden asked those in attendance whether they were spending more time on offense or defense. About 95 percent of the coaches said, "Defense." Coach Wooden said it was fine if they saw fit. But he told the group he devoted more time to the attack.

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Why? Because attack is harder to teach and skills harder to develop. If you've been training for a long time, I'm sure you'll agree with me. Almost all basketball players can become good defensive players, but not everyone has the tools to be good on offense. Also remember that when your players are practicing offense, half of your team is practicing defense. So in live practice situations, keep an eye on the team off the ball. And coach and correct players on defense as much or more than the offense they're working against.

Full Court Defense Drills When teaching a team full court defense drills, it's a good idea to go back to the split method described in Chapter 15 and focus on a specific phase of the defense. Don't focus on too much at once. I've already described the 1-on-1 drill across the field (see Chapter 14), and this is the first phase of building that defense. The next step in the exercise sequence begins with the 2v2 exercise.

2v2 This drill teaches players to use defensive pressure tactics across the court and challenge the incoming pass. In this exercise, use three groups of players with four players in each group, two players on defense and two on offense. Use only one ball throughout the drill. When the first two offensive players have completed their on-court journey (play is halted after a goal, defensive rebound, or turnover), they switch roles with the defensive unit they are playing faced each other and return to the square. Each group must be ready to leave as soon as the group in front of them has finished. You could also split your team in half and have a group work on each basket to get more players involved (ending the exercise in the middle). In this drill, one offensive player is positioned to hit the ball and the other is positioned on the opposite side of the field with at least one elbow to the foul line.

This alignment gives offensive players maximum leeway to put the ball in play, putting pressure on defensive players to refuse passes. X1 is aligned outside the baseline. Your responsibility is to make overtaking as difficult as possible by screaming, jumping up and down, moving your arms and staying in the fast lane. X2 must position himself away from his player and towards the ball. He needs to keep a hand on the fast lane. This position allows X2 to see the ball and his player, which is a necessity with this defensive approach. X2 is not allowed to let his player run across the lane. Instead, he has to dictate to you and force you to the baseline. This is a very difficult pass because of the angle and the pressure on the ball and receiver. When the attacker hits the ball, the other offensive player makes his turn to receive the pass. We don't allow the offensive team to throw the ball inside. In live action there would be help stealing those lobs. It also doesn't help to improve defensive players if the offense gets comfortable and doesn't force the defense to work. X2 tries to deny the access pass. However, if the pass is successful, the attacker clears the space by cutting in front of the player with the ball and looking for the back pass (see Figure 16.10). If the pass is not thrown, X2 plays the ball carrier 1 on 1 down the court to the goal area at the opposite end. Play continues as 2-on-2 basketball until either a defensive rebound or an offensive score or turnover occurs. Emphasize putting a lot of pressure on the inside pass. Once the ball is in play, the defender should continue to press the ball by keeping his head on the ball (as in the 1v1 drill). The dribbler needs to be rotated as many times as possible and eventually stopped when the defending player gets close to it. Meanwhile, the other defender must not allow his player to catch the ball.

Collective defense in court 231

Figure 16.10 2 in 2.

ball impacts; defense won't improve if offense just overdoes it. When the pass is completed, the attacker moves forward and, together with the attacker who does not receive the ball, clears the space by passing a defender running in front. Defenders must strive to stay between their players and the ball, as shown in Figure 16.11. The defender protecting the ball must apply aggressive pressure on the ball while flipping the offensive player whenever possible. When the ball goes halfway across the field, players play 3-on-3 basketball. Do not allow defenders to switch at any point during this exercise. This is important because you never want anything to come between your defenders and the ball. To make this exercise effective, work on defending yourself against as many different alignments as you can think of.

Wooten/E4850/Abb. 16.10/444859/KE/R1

3 against 3

This drill teaches defensive pressure on the court against teams attacking with two immediate receivers. Use groups of six, with each group consisting of three offensive players and three defensive players. Use a ball and have the groups switch roles when one group reaches the end of the square. You can also involve players on both ends of the field (as long as they stop in the middle of the field to avoid collisions). The offensive unit starts with an inbounder and two players stacked in the middle of the foul line. X1 takes over the one-ball while X2 and X3 position themselves away from their players and towards the ball. The offensive player furthest from the ball breaks first, using his teammate as a screen whenever possible. If the first cutter fails to accept the ball, the other offensive player must cut in the opposite direction, trying to get the pass inside. X1 has the same responsibilities as in the 2v2 drill. X2 and X3 must try to prevent their players from catching the ball and try to position themselves for a pass. When a screen occurs, defenders must talk across the screen and play with their players. Again, we advise against getting the Lob Pass

Figure 16.11 3 in 3. Wooten/E4850/Fig. 16.11/444860/KE/R1

4 vs. 4 This exercise brings you one step closer to full court defense. Use three groups of four offensive and four defensive players; Groups should change roles frequently. The attacker and the next offensive player line up with the same one

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Rules as in the exercise 2 against 2 in full court. The other two offensive players line up behind the half-court line as receivers, ready to put the ball up. Each defender takes the appropriate position (see Figure 16.12). In this drill, X2's player is the primary receiver and it is X2's responsibility to deny him the ball. Secondary receivers can move to get the ball if their teammate needs help. The attacker can attempt the lob pass in this drill to see how X3 and X4

respond to the pass. Here the pressure on the defense is higher than in normal 5v5 situations because there is no defensive post to help with the long pass. If the pass is too short to the player closest to the ball, the attacker will clear the space and look for a back pass. X2 should put good aggressive pressure on the ball handler as he comes onto the court. When the ball crosses the center line, the drill becomes a 4v4 basketball game. I like this drill because it puts a lot of pressure on X3 and X4. They need to be able to react up or down to keep the ball off their players. They also need to get their players to the ball like they're two passes away. They must also play with their backs to the touchline so they can see the entire field of play, including the player and the ball. This allows them to deny the player the cut to the ball when attempting to inbound the ball and can help catch the lob pass to the X2 marked player should that be attempted.

5 em 5

Figure 16.12 4 in 4. Wooten/E4850/Fig. 16.12/444861/KE/R1

This drill combines all the elements of a full court pressure defense; it's basically our 22 Tough Defense in Area 4 (described at the beginning of this chapter). You can set up the attack in different orientations depending on the nature of your opponent's front, breaking the man-to-man pressure on the court. The lineup is the same as in the 4v4 exercise, except you add the two posters (X5 and your player) to the backline. The responsibilities of X1, X2, X3 and X4 are the same as in the 4v4 drill. Offensive players positioned in midfield catch the attacker's lob. When the ball crosses the center line, the drill becomes a 5-on-5 basketball game.

Part V

training games

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Chapter

preparation for the games

The most successful basketball coaches are the ones who best prepare their teams for every game. Players on a well-prepared team will feel confident that as long as they play hard, play smart, play together, and have fun, they have every chance of winning the game. Most of that preparation takes place on the training ground, where you work on what your team does best and prepare for what your opponent does best.

Scouting Reports Scouting is an important part of preparing your team for the next opponent. Note that I said an important part, not the most important part. Our focus when preparing for a game is always on our own strengths, on working even harder and getting even better at what we do best. We are more interested in what we do offensively, defensively and in special situations than what our opponents do. As mentioned in Chapter 5, John Wooden always said that he didn't like doing too much reconnaissance because he felt that knowing too much of the opponent made him cocky or petrified. And he believed his players could sense their feelings

an upcoming game. But you can bet the greatest coach of all time knew a lot about the opposition when his team took the field. Because I believe observation is an important part of preparation, a rule of thumb at DeMatha is that we want to see every opponent in the league at least twice -- and three times if possible. For non-league opponents, we want to see them at least once, but preferably twice. Before the season begins, we sit down and create a master scouting schedule that tells each member of our team who, where and when they will be scouting. Of course, the time you spend observing depends on the number of technical assistants you have available to observe. If you are coaching alone, consider enlisting an interested fan or faculty member to help you find one. This is a valuable opportunity to provide more information about the program to your assistants. And scouting will benefit them in many ways. This gives them the opportunity to observe what is going on in a game and helps them develop the "feel" for the game that we mentioned in the Red Auerbach story earlier in this book (Chapter 2). . Scouting also exposes scouts to many different attacks and defenses, which allows them to become more informed and make recommendations 235

236 Training basketball successfully

about the tactics of your own team. Through observation, your assistants learn to identify specific plays, player tendencies, and team strengths and weaknesses that can be used to your team's advantage. When scouts train again with all this information, they can share it with the team and play an important role in any success you have against that opponent. You can make searching for people easier by having a pre-made form that contains the information you are looking for about your next opponent. Our observation form included in Chapter 5 asks for the following information: • Individual personnel (including height and weight) and their trends • Backcourt first shot • Frontline first shot • Best player for the foul • Set offense vs. pressure defense • Offensive Set vs. Half-Court Man-to-Man Defense • Offensive Set vs. Half-Court Zone Defense • Delay Set • Arriving Plays Along Endline • Arriving Plays Along Sideline • Full-Court Press Defense • Half-Court Zone Trapping • Man -to-man defensive looks • Zone defensive looks • Defensive looks against inbounds under your basket • Pointless saves (box-and-one, etc.) • Whether they have a player to take on • Combinations that work to our advantage or disadvantage • What their playing style is like • What we should do to win This information gives us a complete view of opponents, their strengths ,

and its weaknesses. In short, the prospecting report tells us what we need to do to win. Here's the real question you're trying to answer with all this information: what does the other team want to do better? So you want to prevent them from doing this during gameplay. They want to break the other team's practice habits, take them away from what they're used to, and force them to do things they don't practice. Detection information can come from many sources. The best observational approach is to have the head coach or assistant coach actually observe the game. This is the option to choose when time and cost are not prohibitive. You can pick up more things in person than any other way. A second method of obtaining identification information is by swapping video tapes. Many high school basketball programs videotape all of their games. You can call opposing coaches ahead of the season to see if a swap can be arranged for these loops. Sometimes videotapes can help you learn even more tactical information about your opponent than watching the games because of their potential for repetition. If you can't visit a particular opponent and get a tape of one of their games, you have to rely on the third observation tactic: phone calls to other coaches who have seen or played against that team. These trainers can give you an idea of what to expect. Of course, watching a game is best for you or your team, but phone calls will at least provide some information to help you prepare. Another little trick you can use is to have someone audit your team a few times a year. It always helps to have a different perspective from someone not involved in the day-to-day running of your program, and you'll have a good idea of what your opponents' scouts are telling your coaches. You can do this formally or informally. If you have a training buddy that you respect and trust, you can ask them to do a real observation report on their team. Or if there are college coaches watching your team or a former player coming back to watch a game, take a few minutes to talk to them

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Believe the Scouting Report In 2005, O'Connell returned with a strong team from the previous year (in fact, the team had won the Washington Catholic Athletic Conference regular season and tournament championships, the Virginia Independent Championship, and the Alhambra Catholic Invitational Tournament). We had a strong senior class that included Marcus Ginyard (who started 4 years at UNC), Dave Neal (MVP of the Maryland team his senior year) and Bryant Majors (who later played at Marymount University and now coaches With Me). . DeMatha also had a strong team that year. They beat us in our only game of the regular season and they beat us in the league as well. We caught up with her a few weeks later at the Alhambra Catholic Invitational Tournament, the country's premier postseason tournament for Catholic schools. This time we changed the schedule. We told our players that we were going to play Zone (we're mostly a one-on-one team). We also decided that we'd spread the floor and let their center come out and tag Neal, who's a very versatile player. We don't spend much time on it in practice. We simply explained to our players why we take this approach. O'Connell executed the game plan perfectly and we won the tournament and ended the year 31-3. The plan worked because the players believed what we said. Players have more confidence in a game plan when you explain why an approach is being taken. I've always believed in the importance of letting players know why we're doing what we're doing.

and get your impressions. You might see something that will help you the rest of the way. I want to reiterate that reconnaissance is only one phase - and not even the most important phase - in preparing for the next adversary. That pales in comparison to the season-long preparation for your team's strengths. If you adjust attacks and defense

Play-by-play, to match the opponent, your team can do many things - but none of them very well. Find a primary offense and defense that best suits your team's talents and work to perfect them. This is the best way to prepare for any opponent.

Thoughts for the day Our judgment is only as good as our information.

Practice Before the Game Knowing what your opponents like to do will affect your practice sessions before the game. Here are some examples: • If you know the opposing team likes to press a lot, spend a little more time on your pressing attack. • If you know the next opponent likes a quick break, you might want to spend some time running back on defense or jumping on the rebounds to avoid the pass. • If the team you're training for is a fast team that likes to run, you can work on slowing down your offense to try and break the momentum. • If your next opponent is a strong pressure team in the middle of the court, you should work on a special pressure entry, such as: B. a 1-4 set to break the pressure. • If the opposing point guard is also one of the top scorers, as is often the case, you should work on putting pressure on him across the court to wear him down and take away some of his offensive efficiency when he enters the scoring zone. (If your point guard is one of the scorers and your opponent is trying to force you across the court, you should practice with one of your other players putting the ball on the ground and then bringing it to your point guard to close the offense begin. .)

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• Knowing the preferred training strategies of the trainers in your conference can prepare you to use the right tactics to counter these attacks. For example, to prepare for a coach who likes to flex, practice shell drills to teach your players how to get through screens and how to jump to pass. As a result, your team is better able to disrupt strategy when faced with it. As you can see, your focus may change a bit depending on what your scouting report tells you. I'm making these subtle changes practical and not telling players why we're working on certain things. If I think we need to spend a little more time working against full pressure on the pitch, I'm not telling the players that it's because our next opponents are so good at full pressure. We just do it and I tell the players that we're working on it because it's something we have to be able to do to be a good basketball team. Telling players why you are working on certain phases of the game often leads to misunderstandings. In other words, you run the risk of building up the opponent too much or too little. If I inform the team that we're going to be under a lot of pressure all over the pitch, I might intimidate my players into thinking the team is better than they are. You might think: Well, if the coach says they're good and we need to work on that in practice, maybe they're tougher than we thought. What if we can't get the ball against them in court? Such doubts and negative thoughts can lead to poor performance. The opposite is also true. If I tell the team that our opponents don't handle pressure very well and that we will try to exploit that, our players might think they are dealing with a weak team when they aren't. Therefore, you and your team need to hide your reasons for structuring your practices from the players. It's the coach's job to think about why. Players already have a few things to take care of in terms of execution. Until game day, we rarely mention anything specific about our next opponent.

However, the drills we do in practice are designed to work out strengths that we believe will be a factor in the next game. We also rarely practice our defense against an opponent's offense, assuming that our pressure will force them off offense anyway. However, sometimes we need to prepare for situations where it will be difficult to master the attack. For example, some teams are accurate enough to perform an effective Flex Attack, which has become very popular in recent years. The flex is a basic, offensive shield that emphasizes player and ball movement. But when we have our defensive work against the flex in training, we present it as a good defensive drill to help in the fight for screens and help the weak side. Our players see this as practice to help our defense, not as preparation for a team that plays flexibly on offense. (In fact, we worked so hard on this drill that our offense got pretty adept at flexing it too, and we've used it in games ourselves on occasion.) The flex example also shows what to consider when creating them they practice their master plan at the beginning of the year. In preseason, you should assess the opponents your team will be up against early in the season to get a good idea of the types of attacks and defenses you might face. This allows you to start working on the offensive and defensive options that should be most successful against the opponent your team will face throughout the season. Plan and structure your pre-game drills to work on the skills you think will benefit the team the most in the next game. But sell it to players as regular practice work to improve your team. In general, I like to do the heaviest workout of the workday two days before a game. The day before a game, I like to keep training short so that we have fresh legs the next day. I tell the kids, "It won't take us long, but we'll be strong." Watch the team closely and judge how the players

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react. Sometimes a short exercise can be more beneficial than a long one. At practice the day before the game, we assembled the team and only took about five minutes to examine the opposing team and their tendencies. At this point, the assistant who scouted the opposing team should provide an overview of what the opponent likes to do. It covers what they like to do offensively and defensively and also gives our players a brief overview of the opponent's personnel. During this conversation, the coach has to be extremely careful not to oversell the team we're up against. At the end of this overview, I usually stop players and remind them that while it's important to know what an opponent can do, it's more important to focus on what we're doing.

Brainwashing the Carr Team It was the year Kenny Carr—who went on to become a North Carolina State All-American, a member of the 1976 Olympic gold medal team, and a standout NBA player with the Portland Trailblazers—was my senior year as DeMatha. We wanted to play the city championship game against a great team from Eastern High School. Before the game, I spent about 25 minutes in front of the team talking about Eastern - what a great team they were and how great every player was. My intonation was wrong; I cared more about how good they were and what they could do than what we could do. We beat our brains. I learned my lesson well.

Motivation before the game

Cortesia de Bishop O'Connell High School / Tommy Orndorff

I always have a quick team briefing before a DeMatha game, whether it's in the locker room if we're playing away or in the classroom if we're playing at home. I walk into this room 25 minutes before the game, speak for about 5 minutes, and then give 20 minutes for the players to relax. During the 5 minute session, I pull the game board out of my jacket.

If you've done your homework, the pre-game information should apply throughout the game.

Bag and quickly go through what we will do offensively and defensively, what our alignments will be in different situations and what the confrontations will look like. In every O'Connell game, like my father, I try to cover a simple game plan 25 minutes before kick-off. I look at what players should see - usually the opponent's two favorite tendencies. For example, I can point out that they like to roll canvas and that they really hit the boards. So I'm going to stress that we have to be ready to step off the screens and hit back with a lot of energy. Then we cover four keys of the game, such as the following: • Be ready to defend individually and as a team. • Win the war on the leaderboards. • Look for Bingo (a quick break option; see Chapter 9) that is available. • Move the ball around and work to create space in midfield for big shots. Once we cover the four keys, we run into conflict. Finally, before we hit the pitch, let's emphasize the theme common to each game: play hard, play smart, play together and have fun!

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In one of the greatest high school basketball games of all time, we faced Lew Alcindor (now Kareem Abdul-Jabbar) and Power Memorial High School. Alcindor was undefeated in his high school career. Power Memorial had won 71 straight games but beat us by just three points last year. In these conditions, my players needed simple instructions, not more motivation. So on this particular night, I went into the locker room at the Cole Field House at the University of Maryland, assembled the team, and gave the following talk: “Gentlemen, let's all get together. Offensive tonight, against their man-to-man, we'll lead the field. If they go zonal, we go with our 1-4 set. Any kind of pressure, it's going to be a two-man front. “Defensively, we're going to start with a Feruggio 22 Tough defender to try and get the other point guard to hold the ball. Jump balls, we're going to use our green alignment. Out of bounds, let's run the line. Free throws will be our lineup in Maryland. Time and score, let's go to the four corners to score. "Compare: Whitmore - you have Alcindor, number 33. Williams - you have Toddman, number 14. Catlett - you have Brown, number 21. Wiles - you have Feruggio, number 22. Austin - you have Haughton, number 11. Captain. Who's turn to be captain? All right Wiles. Reserve Captain Petrini. "Okay, men. Very easy. We have to do a great job in both directorates. We've discussed enough. Total front in Alcindor. Whenever he gets the ball he has to lob over our heads. Let's up the pressure like never before. "Great crowd. Great occasion. Two great teams. Let's just make sure one thing - that we play as hard and as smart as possible, but I want us to have more fun than them. Let's go."

Catholic High School Cortesia de DeMatha

Prepare loads for power supply

DeMatha's 1965 team was up to the big challenge - Lew Alcindor and Power Memorial.

Underdogs vs. Favorites Unfortunately, there will always be fans and media people who label their team as underdogs, favorites, or even wanting to keep up with their opponents. But I never see it that way. I approach every game with the attitude that there are certain things we have to do to be successful, no matter who we're playing against. I say to the team: “We worked a lot to prepare for this game. We are well prepared. We are in the best physical and mental condition. And we're going to go out there and play as hard and clever as we can over the next 32 minutes and we're going to have some fun." I try to keep the approach low key so players don't fall into the trap of thinking they have to win or play not to lose. When the next opponent is one that I know our team thinks can beat easily, I try to be more motivating in my approach. I think a coach has to be honest to his team. If you've already beaten your team by 25 points this year, your team won't believe you if you try to convince them that you're dealing with a great team. The players will see through.

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I dread the games when we play against a team that we should have beaten easily due to the possibility of disappointment, a lack of intensity. Players have to be reminded that they have yet to prove themselves on the pitch and that they didn't win just by showing up. Then you have to say to the team, “I know we beat these guys by 25 points last time. They've improved a lot and all they want is for you to be a little lazy or leave with the attitude that you've already won this game. If you do that, you will find yourself in a real dogfight.”

Thoughts for the Day Every saint has a past and every sinner has a future. –Oscar Wilde I'd rather play against an opponent who's the same or even better than us. I know that in such cases the players are mentally sharp and play with intensity. If you're the overwhelming favorite, you really need to grab the team's attention and remind everyone they have a game left to play.

Big Games When I'm playing a crucial game for a championship or against an arch-rival, I make small adjustments to my pre-game message to the players. In those cases where a big crowd is expected and the motivation is already there, I try to relax the players a bit. I think the worst thing coaches can do before a big game is overemphasize their importance, practice too much and make their players too tense. Players will be pretty nervous anyway given the nature of the game and what's at stake. In this situation, it's the coach's job to relax the players and send them confidently onto the pitch.

A perfect example of this was our game against Power Memorial. We played to 12,500 people at the University of Maryland, the Cole Field House's first full capacity. Players didn't need Knute-Rockne-speak to be happy. So I just confidently went through the game plan and told them to go out there and take the opportunity.

Summary You can't do miracles before a game to prepare your team. The best approach is to continually work to improve individual and team performance in practice. However, your team will be better prepared for the next game if you follow these tips: • Remember that scouting is an important element of preparation, but not the most important part. Know your opponent's tendencies, but always work harder on your strengths. • When creating your game plan, make sure the goal is to break the other team's training habits and get them to do something they're not used to. • If you have limited scout resources, try recruiting an interested faculty member or fan to help you. • If you can't see an opponent's upcoming game, try to get relevant information by exchanging videotapes or calling other coaches. • Plan your drills to work on your team's specific strengths that you think will be most important in the next game. • Don't spend too much time talking about your opponent because you're running away

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the risk of overstating or underestimating the capabilities of that team. Focus on your own team. • If possible, keep the last training session before the game short so that the players have fresh legs.

• Adapt your pre-game chat to the circumstances. If you're playing against a bad team, prepare your speech to avoid disappointment. If you are involved in a big game, try to relax the players.

Chapter

Dealing with game situations

I've had coaches tell me, "As soon as the game starts, I stop worrying because I did everything I could." That's the wrong attitude. Of course, preparation is important for a team's success. But you also have many responsibilities to fulfill during the game. It doesn't matter if your team is a favorite or an underdog, whether it's home or away, whether it's for the league title or a .500 season. To quote Gertrude Stein, "A game is a game is a game". And you have to be willing to deal with it.

Beginning the Game Once the game plan has been installed and put into practice, your final pre-game decisions concern your five starting spots and the games that will take place.

The Starting Five I don't emphasize the role of the starting five as much as many coaches do. As I mentioned before, I say to the players, “It doesn't matter who starts; What we really need is a lot of finishers.” However, I want to keep as much continuity as possible in our starting XI.

I never like to change my starting XI after a loss because it can feel like I'm blaming the player who isn't in the starting XI for the previous loss. So when I change the starting XI, I try to do it after a win. Also, I never make a change without calling the players involved to my office. I explain to the player who isn't in the starting XI why I think he can be more effective off the bench and I try to keep his attitude positive and enthusiastic. I want him to understand that we're just tweaking our strategy. I never want to create a win-lose situation with personnel changes, only win-win situations. Explain to the player you're removing from the starting line-up that their decision may not be the right one - which you only believe after much thought. And despite all the knowledge and planning in the world, sometimes decisions will just come down to feelings or instincts. Learn to develop and trust your instincts when making personal decisions. Sometimes they can mislead you, but you'll probably find that most of the time your instincts are right.

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"I had a feeling. 🇧🇷 🇧🇷 I remember a major league game we played against Mackin High School in the 1960s. We were down 6 points with about two minutes to go when one of our Starting forward went down with a knee injury. While I was on the spot trying to determine how injured the player was, my assistant, Frank Fuqua, prepared our best substitute for the game. After we attended to our injured player and helped him off the ground, it was Frank ready to send that replacement. I told Frank to wait, turned to the bench and said, "Billy Hite, get in." Even though Billy was one of the best all-rounders we've had at DeMatha and a great competitor and clutch artist, he was only 5-11 And here I was putting him in attacking position in a crucial game Well we ended up taking the game into overtime - Billy Hite scored the crucial a basket. And in that overtime we pulled away to win easily. In a span of about eight minutes, Billy Hite scored 13 points. Less than a minute into the game, I turned to Frank Fuqua and said, "I kind of felt like he might be the better one in this situation." Frank laughed and said with a big smile on his face, "Oh shut up .”

Games Perhaps the most important personal game decision is making decisions about your games, especially if your team plays some form of individual defense. Again, I have several rules that I keep in mind when making confrontational decisions.

Defensive Gunner Assignments First, if possible, I prefer not to put my gunner on one of the more powerful ones

Attacking player for the other team. If a player is expected to go offensive for his team and also close the opponent's scorer, then he would be expected to control the entire game at both ends of the pitch. This can make the player believe that the entire game depends on them. Even if your top scorer is a great defensive player, you have to ask a lot for great play and effort on both sides. Another consideration is that you don't want your chaser to have problems with early fouls because he's guarding the other team's ace. When assigning matchups, think about potential issues. You may need to decide who the most expendable players are and then compare them to some of the other team's best offensive players. So, if you can, try to push your scorer to one of the opponent's lowest scorers. However, if your top scorer is also your best defensive player, you might want to change this strategy when you're at an important point in a game or when it's that critical moment in the closing minutes. I've done this many times over the years. For example, Keith Bogans, who went on to become a star at the University of Kentucky, was one of our top scorers and also our top full-back. Most of the time I didn't want him to play against the other team's top scorer. But if the situation warranted it, I would change his defensive allocation to try and improve our advantage at crucial moments that could have decided the outcome of the game.

Protecting the Opponent's Handler Another important matchup is the defensive player you assign to protect the other team's handler. There is a chance that whoever is defending the main player will get foul trouble because he is closer to the ball than the other players and the referees are always watching the ball. so you

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may not want their top scorer or top ball handler to protect the other team's top ball handler. Defending Kenny I had to make difficult decisions when we played Archbishop Molloy High School in New York with the great Kenny Anderson. Kenny was one of the greatest point guards to ever play basketball in high school and later led Georgia Tech to the Final Four as a freshman. We played him twice and both times I chose not to put our best ball handler on Kenny to keep our man out of trouble. We thought Kenny was such a great defensive player as well that we needed our best ball handler at all times. The strategy worked. We won both games against Molloy. In the first game, John Gwynn (who later played at the University of Connecticut) threw a shot at the buzzer (right after an Anderson field goal) and we won by a point. In the second game we took two free-kicks with about four seconds left and won with two. We never lost a player to fouls in any of the games and managed to have our best ball controller at all times.

Drawing on the opponent's strengths Remember, you want a good team defense. You can try to take down a big player with different defenses instead of spending the entire game trying to find a single player who can tame him. Against Lew Alcindor we knew one man wouldn't be effective. So our team's defensive strategy was to deny him the ball. We had a guy in front of him and a guy behind him the whole time. He only caught the ball 11 times in that game. It was a risk on our part in leaving one of you

Open players at all times. But our thinking was and is based on this philosophy: “Don't let the best player beat you. Get beaten by one of your losing players. When deciding on matchups, pay close attention to your scouting reports and try to identify the strengths of each player on the opposing team. After that, try to decide the confrontation that best takes that strength. If a guy on your team is a great rebounder, try to take that away with your match. If another guy is a great outside shooter but doesn't penetrate well, try to take that out with your fight.

Have an Alternate Plan When determining your departures, be sure to decide on an alternate plan. For example, if the other team's scorer blushes early, you'll be forced into a defensive shift. It can just be a one-to-one switch, putting another player on the other team's marker, but sometimes it can have a psychological effect on the other team. Your top scorer might be thinking, Uh-oh. i was hot Now they are building their protective wall for me. When this happens, the defensive strategy was already successful because you broke the offensive player's focus on scoring. Sometimes you need to adjust your entire defense. You might want to start by catching the player who scores all the points for the other team. Or you try to deny him the ball and totally overdo it. You can never take everything away from a good offensive player. What you want to take away is what he does best. That's why I often hear a player say, "Let him hit you with your left hand." The main goal of a game is to steal the best weapon from a player. Try to get your players to take their opponents' aces; then, when your players get good enough, work on your opponent's kings.

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In most games, the fewer coaches tell the officials on the touchline, the better.

During the Game A coach's job is only half done when the game begins. Ideally, you have prepared your team as well as possible. Now you have to help your players to carry out the game plan and provide guidance on the various circumstances that arise during the game competition. You should consider • • • • • •

his behavior, the behavior of the opposing coach, adjustments to the schedule, personal decisions, time-outs and half-time breaks.

Your behavior A coach's behavior in game situations must be beyond reproach, not only because you represent yourself, your family and your school, but also because you are the leader of the team. You are the center and

Your players will look up to you and follow your lead. If you lose your calm, composure, or temper, your team will do the same. In addition, a coach's behavior can influence the behavior of the crowd. I try to act like a gentleman at all times. However, basketball is an emotional sport and there are times when those emotions run high. I had a few technicians, but only a few. I don't think in 46 years as a coach I've technically reached double digits. That doesn't mean I'm a saint. That means I work hard to keep my composure, focus on the game and set a good example for my players. Of the technicians called to me, most were called by relatively inexperienced officers. You will find that good, experienced referees rarely need to call a technical foul to maintain control of the game. They could just walk up to you and say, "Exercise, sit back, relax, and mind the exercise." It is advisable to heed such advice from an officer. In general, inexperienced officials are a little nervous and insecure, and may be quicker to turn to a coach to gain control of a game. But that's not an indictment of junior officers. We all have to start somewhere and I remember what the first year of my 10 year refereeing career was like. I have the utmost respect for the referees and the hard work and professionalism they bring to our sport. However, you should try to find out who your referees are and what their reputation is before each game. Knowing this can help you determine how much you can talk to an employee and when it's time to leave them alone. Only on rare occasions should you believe that an official or referee team has influenced the outcome of a match. As a coach, you have to take responsibility and not push it elsewhere. But even on the rare occasions where refereeing might have made a difference, you can't use that as an excuse to speak to your players or publicly, certainly not

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for the media. If you blame the referees even once for a loss, you have opened the door for players to do the same instead of taking responsibility for their performance. If the referees see that you have criticized them when they read the sports section the next day, how benevolent do you think they will be the next time they work on one of your games? So keep any negative thoughts you may have about arbitrage to yourself and you'll be better off. Thoughts on dealing with umpires Here are some tips to keep in mind when dealing with umpires during a game: 1. Ask the umpires questions like "Was there any contact at that game?" or "Can you tell your big guy for 3 seconds?" on the track?” 2. Try talking to the officers instead of yelling at them. This will help you keep your composure and build a relationship with the officer. 3. Remember that the referees try to end the game fairly. They don't go official to get paid or to help one team beat the other. 4. Tell an official when he makes a good decision that goes against his club when it's a really good decision. He will respect that you try to be fair too. 5. Never blame employees for a loss. If you blame the referees, your players will do the same.

Opponent Coach Behavior It's a good idea not to overlook your opponent's state of mind as the game progresses. As you know, coaches can get very upset, whether it's about the way their team is playing or the way the match is being decided by the referees. Sometimes you can use this to your advantage. Therefore, you must remain in control of yourself. And see if you get an advantage

because the opposing coach loses control. Taking a time out and letting the opposing coach pick up a coach or yell at your team can help. Sometimes it's what you don't say. 🇧🇷 🇧🇷 At the beginning of my coaching career we played one of our top rivals in the conference and we were no closer than four points. In the fourth quarter we played as well as we could but we just couldn't make room for the lead. I took a break, told the players how well they were playing and encouraged them to keep fighting. The head of our English department, Dr. Charles "Buck" Offutt sat behind the bench during this break. We usually drew the game and won in overtime, partly thanks to a technical foul by the other team. The next day at school, Dr. Offutt, a member of the football coaching staff, approached me and said, "Morgan, I can't believe you took some time off. You never played better when you got it and you didn't have anything to say to the team during the time-out. I said, "Buck, I took the time to allow the other coach to talk to his team because I knew he was emotional right now and that it could hurt his team rather than help him. I also thought he could get a technician, which he did.

Adjustments to the game plan I make it a point to go into every game with a comprehensive game plan that sets out what goals we want to achieve and how best to achieve them in every conceivable situation, from throw-in to free-kick setup. However, I don't feel obligated to stick to this game plan, come what may. However, the adjustments you make as you play

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may seem insignificant at this point, can determine the outcome of this game. As I said before, your basketball coaching philosophy should allow you to be flexible enough to adapt your system to your players' talents. And that flexibility should carry over to real games. You should be able to adapt your game plan to the circumstances of each game as it unfolds. Small changes that help refine the game plan can pay big dividends. A defensive move or a crucial change in a tight game could be just the thing to put your team in the winning column. As part of the game plan, you should also have some general guidelines that determine how you prefer to play in certain situations. For example, what play do you like to play in a tie when going to the last shot? And when do you start seeing a player in trouble? When do you want to take it off and when do you want to put it back on? Into the Game with a Hot Hand Our O'Connell team played Conference foes St. Louis. John's in early December 2002 and we were up three points in the third quarter. Our point guard, Ahmad Smith, came down and hit a three. We went down and made a defensive stop and Ahmad came back and hit another three. After another defensive stop, he hit a third three. This series changed the game. As coaches we can learn from this that we can have the best plays and offensive moves, but getting players to take the long shots is crucial to success. That game seemed to lead us to a 30-win season and the state championship that year. Again, the guidelines you set are not set in stone. The game may dictate that you must get someone who is in trouble back into play sooner than you would like. But it's smart to have these general rules of thumb to help you in your decision making.

Blanket changes to a schedule are not beneficial. If you're forced to discard an entire game plan and replace it with something else, then one of two things has happened: (1) your initial preparation failed, or (2) something extremely unusual happened. It's best to stay in your arsenal and focus on what you've been working on in the drills. I've heard stories of coaches trying to implement an entirely new offense at halftime, something their teams have never worked on in practice. By trying to change everything mid-game, you're sending the message to your players that you're panicking. So don't be surprised if they panic and start questioning your abilities as well.

Thoughts for the Day Tiredness makes cowards of us all. – Vince Lombardi

Staying on Top One of the biggest lessons my good friend Red Auerbach taught me came in a summer league game in the early 1960s when DeMatha was playing the Washington, DC Public Schools Stars. They were full of talent (12 All-Metropolitan or All-Met players!) and we were fortunate to have a great team, so this was the most anticipated game of the summer. It was played outside, and every high school player in town must have been there. They were on the roofs of buildings, hanging from fences and telephone poles, coming from every angle imaginable, trying to spot the wildlife. Red Auerbach was among the spectators to watch the incredibly exciting game. There were three overtimes and in the end we lost by a few points at the end. The next day I saw Red at my summer camp. He never mentioned last night's thriller, so I asked him, "What do you think of last night's game?" "Well," he said, "too bad you cost your team the game." Red always tells it like it is. I said, "What do you mean?"

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“You totally missed the feel of the game. I listened to you during the breaks. At the end of the game you talk to your team about what you will do on offense if all your problems were on defense. You didn't block well enough and the other team got second and third chances. That broke you. If you had known what was going on out there, you would have won the game, but you got caught up emotionally." I have never forgotten that lesson and to this day I have procedures in place to make sure I don't lose sight of anything, what's going on on the pitch. I rely heavily on my two assistants. I assign one to watch all inside play and the other to watch our players from the outside line, both offensively and defensively. I focus on getting the overall feel of the game, more the big picture. I have someone sit next to me and record commentary during the game. For me, these comments are like a snapshot of the game that I refer to often, especially during breaks and half-time. I also have someone track how many waits remain for both teams, as well as both teams' foul statuses. I want to know if the other team's lead rebounder just committed his third foul or if one of his players is scoring more points than usual. I don't want to play four minutes before I find out my main rebound still hasn't recovered. I have to be able to take him aside and say, 'We're three minutes into the game and you still haven't had a rebound and there was seven in the game. We need you to continue. If you work hard to stay on top of things, you can help keep your players focused. It's human nature for players to play from time to time, but by keeping an eye on everything you can quickly spot a weakness when it occurs and re-target your player or make adjustments as needed.

I'm still grateful to Red Auerbach for teaching me the importance of not losing the feel of the game - in basketball or in life. The Vic Bubas Rule Vic Bubas, a former highly successful Duke coach, had a simple way of reminding coaches of their place in the game. He asked coaches to do the following: Take a notepad, draw a line down the middle, and write "player" on one side of the line and "coach" on the other side. Then, with that paper in hand, look at the game material. Each time a player scores for their "managerial genius," mark the column for the manager. Each time a player makes a good play or shot because he is a good player, check the player column. When you're done, where will most of the ticks be? You are in the player's column. The lesson here is that the players make the moves, so the coach shouldn't try to control them too much. let them play I've also used this method to help players who think and worry a lot while playing. You just have to play the game!

Personnel decisions I go into every game and always have a good idea of how I want to deal with my staff in different situations. For example, if a player commits his second foul in the first half, I usually kick him out of the game. If we manage to keep the game reasonably balanced, I'd rather not bring him back into play until the start of the second half. So the player would have to commit three fouls in the second half before being disqualified. Due to special circumstances, I have occasionally deviated from this rule. For example, smart players learn to play when they're in trouble, so sometimes you can bet and let those players play a little longer. Also, when the player involved almost never commits fouls

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The untried second year In the late 1970's we were in Lake Charles, Louisiana, playing the Pepsi-Cola Classic. We're up against Wheatley High from Houston, Texas, a highly talented team with great athletes. But we had some great players like Sidney Lowe and Dereck Whittenburg who would go to North Carolina State together and form one of the best defenses in the country. We were up 12 points early in the second quarter when Whittenburg landed heavily on his ankle. I knew Whittenburg wasn't going to be back in the game at all. We later found out he broke a bone in his foot and ended up missing much of the season. (He broke the same bone in his other foot a few years later at North Carolina State, but he came back to lead the Wolfpack to the 1983 NCAA Championship.) But he never told the team that night Dereck wasn't coming back would . Instead, he told the team, "Let's see if we can stay in control until Dereck gets back on his feet." I replaced Whittenburg with an untried student named Bobby Ferry, who played in the first college game of his life. Before the game I thought about sending Bobby back to the junior varsity team for another season.

AP/Koz's photo

Outside of a game, I can get you back into the game sooner than I otherwise would. While your guidelines for dealing with staff should be set in your head, they should be flexible enough to vary from game to game and opponent to opponent. For example, you should have a good idea of who your first backfielder will be as well as who your first frontfielder will be. I always have a good idea of who I think the first substitute will be, but sometimes the circumstances of the game can change that. That's why I keep these staffing plans secret among coaches. We don't tell a player, "Hey Joe, you're the first backcourt substitute tonight." If you've already told a particular player they're going to be substituted and the conditions of the game are forcing a substitution, you have dissatisfied players on the bench. So I suggest that you be discreet about your match-by-game staffing plans; Inform the other coaches but not the players. An often overlooked part of coaching is the art of substituting one player for another. You must be positive with both players involved. When sending a player, tell them exactly what you want from them, then send them off with a pat on the back and a word of encouragement. Never make the leaving player look bad by starting to correct them while they are still leaving the field. I always pat him on the back when he lifts off the ground and then have him sit next to me on the bench where I calmly discuss with him why I lifted him. It could be: “You play very well. I just want to give you some rest. Or: "I think you're pushing a little too hard. We need to see you relax a bit out there. Or you could be even more specific, like, "We need you to hit the boards harder. You're stuck and making too many plays. By staying optimistic with both players involved in the substitution, you'll get quality minutes from the sending player and whoever takes the off should be better prepared to get back in the game if you want to.

The Lowe-Whittenburg backcourt was hard to beat at both DeMatha and North Carolina State.

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The game - one of the best I've ever played - went into five overtimes. At the end of the fourth overtime I told the team everything I could think of. Then, during the break between the fourth and fifth overtime, I found myself quoting Churchill: "Gentlemen," I said, "we'll be here all night until one of two things happens. Either we win or they lose. We will never give up. We will outlive them. We'll never, ever, ever give up.” Luckily, we took them down in fifth overtime, the longest game I've ever coached. To this day I don't know what I would have said if we had gone into the sixth overtime. Incidentally, the runner-up I fielded at Whittenburg, Bobby Ferry, scored 25 points and missed just three shots in his varsity debut. (He had a younger brother named Danny, who luckily would also choose to play for DeMatha.)

Breaks I always like to reserve as many of our breaks as possible for the end of the game. This is important for stopping the clock and establishing strategy in tight ball games. Unfortunately, however, there are instances when you are forced to spend time earlier than you would like. You can take time out to • fix problems in your team's play • review a special last shot play • freeze an opposing free throw taker • review a special final possession save • restore order to the game amid confusion , • giving the opposing team's coach more time to make a mistake, or • giving the players a rest period without substitution. Coaches who use downtime effectively have an advantage over those who don't. And with the limited time you have during these breaks, you need to be well organized

Get your message across to the team as effectively and efficiently as possible. During these breaks, you can share with your team what they're doing right, what needs improvement, and what adjustments you've made. Because breaks are so important, I have a ritual that we follow with every call. 1. All players on the ground run to our bench. At this point, all players who are not in the game get up off the bench to allow the five leaving the floor to sit down and get water and towels. 2. In the meantime, I formulate what I want to say to the team. I'm also checking in with my assistants to see what they've noticed. When I spoke to the assistants and the players got the water, it was about 20 seconds before the break. 3. I crouch in front of the players and quickly say what we're going to do. I don't spend time telling them what they don't do. I try to keep conversations during breaks as upbeat and positive as circumstances allow. I could say, "We need to be more offensive" or "We need to make sure we're doing a good job on the block. And then when we get the rebound, we really want to try and run. We have to look up and put the ball down. Well before our first game, I tell the players their eyes are mine at halftime. I want them to look straight at me. For me, if a player isn't looking directly at me, that's a sign he's tired and I'll bring in a substitute to give the player the rest he needs. Knowing this, the players always look straight at me. And when they look at me, there's a good chance they're paying attention to what I'm saying. I've seen some time-out situations that weren't organized at all. During a game, a player from the other team was promoted

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in the stands and chatted with his girlfriend during the break! This is a complete waste of time to communicate with your players. Establish a pause ritual for your players and demand their full attention. In this way, you can make optimal use of the possibilities of the time-out.

Break breaks in high school are typically 10 minutes long. As soon as the bell rings, the players go to the dressing room. I let them talk there for the first 3 or 4 minutes. During this time, I'm outside of the dressing room, talking to my assistants and quickly running through key stats. I'm particularly interested in how the rebound fight goes and whether players from the other team score at an exceptionally high level. When I go into the dressing room, all eyes of the players are on me. No matter how the game is going, I'll start my talk with a positive comment to get their attention. As with breaks, I don't waste my time focusing on negative points or telling players what we're not doing. Instead, I focus on what we need to do in the second half to get the job done.

Approaching half-time situations When we're behind I could say something like, 'Here's what we need to do in the second half. We don't want to try to do everything at once. We don't want to try to make up the 12-point deficit in the first two minutes. We're going to attack with a good defense and a good execution of our attack.” I'll go into more detail later. When things get tight at half-time, this is how I go about it: “We have a tight game. And the way we get rid of them is to do it gradually, play well on defence, hit the boards a little harder and work on the break." And if we're in the lead at half-time, emphasize me to chase even more, so I can say to the team, 'Let's just tighten the screws, play a little better and step aside.

a little bit more. What we have to do is come out really strong in Q3 and. 🇧🇷 🇧🇷 "By taking a good, positive approach at half-time, you can help ensure your players are ready to take the field in the second half with a good idea of what they need to do." And this approach will also help them build the confidence to do so.

Halftime Organization Halftime organization is critical to communicating effectively with your team. I was surprised at how haphazardly some teams approach half-time. I remember one time when we came out of the dressing room a little earlier than usual and saw two opposing players already lying on the floor. One ate a hot dog and the other ate an ice cream cone! As I mentioned before, I leave the players alone for the first 3 or 4 minutes while I talk to my assistants and formulate my thoughts. I then spend the next 3-4 minutes talking to the team. Finally, I try to give the players about 3 minutes to get organized and warm up (if they want) before the second half starts.

Procedure after the game After the game in the dressing room, I do the same thing as at half-time. I leave the players alone for a few minutes after the game while I meet with my assistants. Then I go in and talk to the team, always with a positive comment, whether we won or lost. You can also read the stats you want to highlight - for example, most rebounds, steals, shoots, blocks, and assists. You can also comment on the team's free throw percentage if it's particularly high. It's generally better not to mention the goalscorer, as that player gets outside credit. In the aftermath, the coach has to keep everything positive. And in a way, it's even more important to be positive after a loss, even when you're tempted to vent your frustration. Remember: yours

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Leadership and guidance will have a lot more impact on your team after a loss than after a win.

Win with Class After a win, it's a good idea to let players enjoy the fruits of their labor and move on and celebrate. But I think it's just as important to keep your perspective after a win. We tell our team that winning and losing is a part of life, not just athletics, and that if they're equally good at both, they'll thrive in whatever they do. Part of being good at winning is winning in style. I tell our team when we are victorious that we want the humility of a victorious hero. This includes not insulting an opponent. Instead, we want to remember how hard we've worked and what we've done to succeed. And we want to remind you that we have to work even harder to keep it going. Mia Hamm once said: "It's more important to stay at the top than to get there." One way to stay successful is to win with class.

Thoughts for the Day A team with character will always beat a team with character.

Losing with dignity As coaches we always have to be aware that after a defeat we really have the attention of our team. In my experience, after a loss, players are more receptive to what coaches have to say. Athletes are competitors, and competitors will be disappointed if they lose. So when you go to the dressing room after a loss, you know that the players will be a bit depressed. But if the team made an attempt to win, let the players know. If your players work hard to win, no matter what the outcome of the game, give them credit for it. After a loss, help them keep their heads up and maintain a positive attitude that carries over into upcoming training sessions and games.

Classroom Lessons The first time we played Power Memorial High School and Lew Alcindor we lost 3 points. Alcindor put on an incredible game, scoring 39 points and grabbing 22 rebounds, all in front of nearly 13,000 spectators. In fact, during a break with about two minutes remaining, the announcer said to the crowd, "Ladies and gentlemen, no matter who wins this game, I think everyone will agree that we're going to watch the best two games. school teams in America. Standing ovations followed. But despite Alcindor's incredible game, we got his team straight to the point. I've told the players that I've never been so proud of them and that I've never seen a braver performance than these guys. I told them I felt really good about the game because they put their heart and soul into the ground with their tremendous effort. After the game, Lew Alcindor took his teammates to our dressing room to shake hands with all our players. They were an elegant group of winners. When we turned the tables a year later and won the Power Memorial by 3 points, I told the players that we had to get ready to go to the opponent's locker room and congratulate them. But they beat us to it. Having just watched his 71-game winning streak come to an end, Lew Alcindor took his team back to our dressing room to congratulate us. Lew Alcindor and Power Memorial showed us all what it means to win in style and lose in style. It increased my respect for Alcindor and his coach, Jack Donohue, who would go on to coach the Canada national team. With such a combination of class and physical ability, it's no surprise that Lew Alcindor has become one of the greatest players our sport has ever seen.

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Setting the tone There are some teams I like to play with after losing. Why? Because in the dressing room after the game, the coach yelled and yelled at her so much that he almost guaranteed a few more losses by destroying her confidence and fighting spirit. On the other hand, there are some teams that I don't like playing against if they lost their previous game. The coaches of these teams handle defeat with dignity and can rally their teams and cheer their players on for the next game. And I try to achieve that with our teams. After losing, I tell kids I want to see them come back with the ferocity of a wounded tiger. Telling the players this helps set the tone for the next game and the practice before that game. Here are some affirmations I find particularly effective after losing: • "Remember that basketball is not an undefeated sport." • "Let's learn from everything that didn't go well tonight so we can continue to improve." • If you play every team in your league twice and lose the first game against a specific team, you can get your players to looking forward to the rematch by saying something like, "Guys, you won the wrong game." Setting the tone for the team after a win or a loss is something every coach should strive to be as positive as possible. In this context, I make a point of shaking hands with all players after each game and thanking the players for their efforts. Even after a win, a player can feel a little down because they felt they didn't play very well. But you can always say, 'Hey Joe, the team did well and that's what matters. In the next game you will come back stronger than ever.”

After a loss, most if not all players will be disappointed; You have to get them to raise their heads. You have to set the tone by showing the attitude, "We're coming back and we're coming back hard."

Leaving a Positive Note One of the greatest challenges for a manager is gaining the spirit, enthusiasm and confidence of a player who is very weak. Consequently, there is no greater reward than seeing a player whose chin scraped the floor one day come back with renewed vigor the next. What makes you think that? There is no magic answer. Just believe in the player, care about how they feel and always be positive. A positive approach helped make my final season at DeMatha one of the most memorable. After losing a true heartthrob to a league opponent in a long three-pointer (in NBA three-pointer range), our players were devastated. Some even cried in the dressing room after the game and I knew their reaction to the loss would be crucial to our success for the rest of the season. I stuck with the approach we talked about and really tried to convey positive messages to keep the spirit going and focus it on the next game. It worked. We ended the season on an 18-game winning streak, finishing 32-3 and winning every championship we were eligible for. If I had taken a more negative approach and let my players take it upon themselves when they were down after a tough loss, I don't think I would have ended my coaching career at DeMatha in such a memorable way.

No Time for Strategy In my post-game commentary, I never spend time going through issues or tactical tweaks. I've found over the years that doing it, be it after one, is just a waste of time

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victory or defeat. Players are either so excited about winning or so desperate about losing that they cannot fully absorb tactical information at this point. However, tactical information should not be your first concern at this point. Players' attitudes and mental well-being should take their time and effort. You don't want them to be too high after a win or too low after a loss. Immediately after the game, you can be the most influential to help balance. Save tactical information for the next training session. Apart from keeping everything positive, the only thing that needs to be mentioned after a game is the next opponent. All you have to say is something like, "Guys, our next game is against Central on Friday and we really need to be ready." Such a statement can help players stay focused. After a loss, the next game is an opportunity to redeem yourself. After a win, the mention of the next game is a reminder that there is still work to be done.

Summary In game situations, keep the following points in mind: • Try to maintain some continuity in your starting five. Avoid making changes after a loss as it feels like blaming the player who is no longer in the starting XI. • Use your prospecting reports to resolve conflicts; The aim of every encounter should be to take away the strengths of the other team. Let her hit you with the left hand. • Identify critical plays, including those guarding the opposing team's goal scorer and ball carrier. When deciding on these games, also consider other factors such as: B. Possible fouls.

• Engage in the game. Don't just be a spectator and don't miss the game feeling. • As a trainer and team leader, ensure that you behave in an exemplary manner at all times. Coaches who lose their cool will have teams who do the same. • Make small adjustments to your game plan based on game conditions. Never attempt to install a new system mid-game without actually working on it. • Keep in mind general guidelines for dealing with employees in all situations. • Remember that sometimes you just have to trust your instincts. • Try to use your breaks as sparingly as possible so you have enough for crucial points in the game. • Organize your timeout procedures to maximize the use of the limited time your team has. • Keep conversations during breaks, halftime and after the game as positive as possible. • Try to keep your players' emotions as balanced as possible, not too high and not too low. • Learn to deal with victory and defeat with equal class and dignity. • Avoid discussing tactics with your team immediately after the game. Save it for the next exercise.

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Part VI

training evaluation

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Chapter

player rating

Becoming a successful basketball coach requires you to have the resources and ability to evaluate your players, yourself, your assistants, and your entire program. You want these reviews to be complete and honest. Therefore, all stakeholders must be receptive to constructive criticism and trust that the evaluation process is for the good of the program. And one of the most difficult judgments you'll make as a coach is deciding which players will make the cut and what positions those players will play in.

Summer Assessments We are fortunate to have an extensive summer league program that allows assistants to work with our players. The program also gives the head coach the opportunity to see some of the players in action before training begins. This gives us a huge advantage as we don't have to rate players based on just a week or two of testing. Summer leagues in June, July and early August offer fierce competition at the varsity and junior varsity levels. Assistant coaches work with these teams and whenever possible I watch these games and sit in the stands to observe and evaluate. Legally, i

I can coach these teams if I want. But I think the players have heard enough from me this season; it is better for them to receive instruction from staff who will give them similar, but not the same, training. Also, these games give my assistant coaches the opportunity to run the show, which is a valuable experience for them and me. For high school basketball players to be their best, they must play basketball during the summer. Summer leagues and summer camps are available across the country, and your players should take advantage of these opportunities to play more ball. In some cases, technical teams are not allowed to coach summer teams. If that's the case, you should at least try to watch your players. And if that's not possible, try to keep in touch with your players through frequent phone calls, emails or postcards. Our focus during Summer Leagues is to observe players and help them develop. Before these leagues begin, I meet with my assistants and create a detailed game plan for all participating players. Varsity plays in two different leagues, and we start a different group of five in each of those 259

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leagues. So everyone learns to start, everyone learns to leave the bank and many learn to be finishers. This makes kids better players and allows the coaching staff to see how players react in different situations. Over the summer I pull a lot of players aside and talk to them to discuss some of the things that I think need improvement. I also go and talk to the team after every game I watch. But I'll wait for the head coach to make his comments that day. The conversations I have after the game are very brief and just pep talks to tell the guys that they are doing a good job and should keep working hard. After the last summer game, I make a point of speaking to the summer league participants and asking them to applaud the coaches for working with them all summer. I tell players to take some time off and maybe enjoy a family vacation. But I remind players that when classes start in September, it's time to get back to work from November. I caution them that what they do between the start of class and the start of auditions will likely determine whether they make the team. And if they do make the team, what they've done during that time will likely determine what year they have. Summer Adjustments When I first started at O'Connell, similar to my father's teams, we competed in two varsity summer leagues and one junior varsity summer league. But now we not only take part in these summer leagues, but also in various team camps. Here's why: 1. Team camps increase players' opportunities to face major competition and be seen by college coaches. 2. Team Camps allow us to play up to five games in one weekend. So we can try to make corrections

one game to the next and see how the players react. 3. Team camps are organized in a tournament-like format, which puts our team in the type of competitive situation players will encounter throughout the season as we compete in holiday, league, state, and national tournaments. In addition to team camps, our players take part in individual training and at our shooting range (see Chapter 5 for more information). So, as players improve their team play in tournaments, they also improve their individual skills.

Fall Assessments The school year begins in late August or early September. In mid-September I propose that you hold what I call the fall meeting. You might want to have three different meetings, one for freshmen, juniors (JV), and varsity teams. If your program is similar to ours, the university boardroom will be full of young people who dream of joining the team. I'll open this meeting with motivational comments, talk about how Summer League went, and go through our schedule for next season. Second, I introduce our academic advisor and remind players that we will be reviewing their academic progress every two weeks. I say bluntly to applicants that if there is a difficult decision about who to put on the team, we will select the best student. I also teach players about college admissions requirements and the importance of SAT prep courses and exams. Next, I have the players write relevant information about themselves on index cards (see Figure 19.1). This includes lessons so we know where to find a player if we need to talk to them.

Player Information Card Name ___________________________________________________________________ Address ________________________________________________________________________________ Phone ________________________________________________________________________________ School Year _________________________________________________________________________________ Where did you start 9th grade _________________________________________________ Height ___________________________________________ _Weight _________________________________ Date of Birth (Month-Day-Year) _______________________ Current Age _____________________ Shoe Size ___________________________________ Jacket Size

Which team did you play for last year? ____________________________________________________ (Put the timetable on the back of the card.) Figure 19.1 Player Information Card. By M. Wootten and J. Wootten, 2013, Coaching Basketball Success, Third Edition (Champaign, IL: Human Kinetics).

As a TEAM at O'Connell, our fall semester approach is similar to what my father did at DeMatha. We also worked hard to create the right climate for the team to be successful for the rest of the year. Early on in my teaching career, a valued mentor and faculty member, Richard Micheski, gave me this wisdom: “Set the tone and the content will follow.” I believe that's right, starting with the first team meeting in the fall . You have to create the right culture within the program because that will affect everything - how respectfully everyone communicates, how well the players do academically and so on. In an effort to establish a winning culture, we emphasize the pillars of faith, trust, honesty and collective responsibility at the fall meeting. We then present four themes based on these pillars that make up the acronym TEAM:

Tough: Players must develop mental and physical toughness to overcome challenges in all aspects of their lives. Our reaction to adversity will define us. Eager: It is not enough that players are willing to do what is asked and necessary; You need to be excited and energized by these opportunities. Attitude: Every player in our program must be focused on achieving their full potential as a person, athlete, student and teammate. Men: Maturity is a must. When each player is accountable for their actions and decisions, the group as a whole has a great chance to excel. To remind players of our winning culture throughout the year, we give them wristbands with the four themes written on them.

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We announced to players that there will be an open gym for juniors and seniors on Monday, Wednesday and Friday; The gym is open Tuesdays and Thursdays to freshmen and sophomores. These open gyms are not organized exercises, just an opportunity for players to run and train in the gym while they work to get in shape. Legally, I can attend these gymnastics lessons as long as I don't give any instructions and don't organize anything. I rarely go to open gyms because I don't want the players to feel like they're trying. We simply provide them with the facilities to play in. In addition to 5v5 scrimmages, we allow our players to play 2v2 and 3v3. We have found that this teaches distances, how to set screens, how to read screens and so on. The open academy is also an opportunity for players to work on their individual skills - like shooting and ball handling - by focusing on repetition. 1

One of the great benefits of an open gym is that team leaders show up when they're dealing with the time available. At the fall meeting, I also emphasize to the candidates how important it is to be a member of the student body. I cite the example (which I mentioned earlier) of James Brown, now a sports reporter for CBS, who always had a friendly smile and hello to everyone at school. He was also very skilled, as evidenced by a great basketball career at Harvard and briefly in the NBA; But it was his pleasant, outgoing demeanor that made James one of the most popular players to ever walk through DeMatha. I also give the players case evaluation forms to fill out (see Figure 19.2). We encourage you to take your time and think about what you entered into the form. One of the most important elements of the form is the section where we ask the player to record their academic and sporting achievements.

Player Fall Evaluation Form Name ________________________________________________________________________________ Address ______________________________________________________________________________ Phone_________________ Year______ Height________ Weight ________ Where do you see yourself on the team (role)? 1. What did you do this summer to become a better student? 2. What did you do this summer to become a better player? 3. How would you rate yourself for your efforts to improve as a basketball player this summer? Circle one:

Big

very good

good (average)

below average

Arm

4. What do you plan to do between now and November to become a better player? 5. Which weaknesses have become strengths since last May? 6. What do you think will be the strengths and weaknesses of this year's team? 7. 7. List the following separately: a. Your academic goals for the year: b. Your sporting goals for the year: Figure 19.2 Player Incursion Evaluation Form. By M. Wootten and J. Wootten, 2013, Coaching Basketball Success, Third Edition (Champaign, IL: Human Kinetics).

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goals for the year. These should be realistic and challenging goals that the player feels strongly committed to - a promise to yourself. I encourage players to take goal setting seriously. If a player isn't doing as well academically as they should at the end of the year, I might call them into the office, read them their academic goals for the year, and try to figure out what the problem might be. 🇧🇷 The same applies to sporting goals. If a certain player says his goal is to be a great defender, but he's just not doing the job, I do the same thing: talk to him and remind him of his goals for the year. Sometimes all it takes is a little reminder. In other cases, I can work with the player to review their goals and point out things that might be more achievable. Impossible goals will decrease a player's effort, not increase it. As we wrap up the fall meet, I'll remind players that they need to show up in shape and that all spots are open. I tell candidates that expected big contributions have become complacent and have been unexpectedly beaten by newcomers who have worked harder and kept improving. I say this to encourage all applicants to do their best because you never know what can happen when you give someone a chance. And I can promise you that you will have a fair chance. One chance was all he needed. I gave one such talk at the fall 1969 meeting. In the back of the room, a freshman named Adrian Dantley was listening. I could hardly have imagined that he would make the college team, let alone become a freshman starter. Adrian is the only player in DeMatha history to start four years. He became a high school and college All-American and an NBA star. Dantley and other surprises serve as a reminder to avoid predetermining who will make up the team. We need to keep an open mind when evaluating our players for next season. If we say that all points

are open, we really have to say that. Almost every year you will find that someone you hadn't thought of ends up cracking the top 5.

Pre-Season Assessments Testing begins in early November. You typically use this time to see how players stack up. Our first three test days are practically identical. First, we have players doing stretches and warm-ups. Then we play friendlies and just watch the players play. My rule is to give every player at least three trial days. I think these three days of training is the best way to accurately assess a player. Allows coaches to observe players in different conditions. We also let our managers keep statistics on all friendlies, which helps us in rating players. We don't film these friendlies and look at the tapes to choose the team. I think it's important to have an idea of what type of player you are and videotape doesn't capture all the intensity and activity that goes on on the pitch. We usually have around 40 students who audition for the varsity team. I split the contestants into teams of five players and have them fight each other. I will be moving players from one team to another to try and balance things out as much as possible. Balanced teams accomplish two things: (1) they give coaches a better opportunity to find that diamond in the rough, and (2) they are fairer to the players involved. When teams are balanced, it is easier to identify players who are above the level of the other players. This allows you to better assess a player's skills. It is of no use to anyone if their planned five starters are up against five players who are probably eliminated.

Thoughts for the Day Be careful about the decisions you make—they make you.

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I didn't necessarily choose the team after the three days of scrimmaging. In fact, I can only let a few guys go at this point. But at this point I already have a basis to rate the remaining players. I usually try to pick my squad of 12-15 players on day 10. I prefer to do this beforehand, but I want to have enough time to get all the information I need to make the right hiring decisions. Other Suggestions At O'Connell, in addition to scrimmage, we conduct drills that allow us to see players kicking the ball. As with many NBA teams that players train for before the draft, players play 2v2 or 3v3. That way we can really see if a player knows how to set up and use a screen, and if he has a good idea of the game.

Breaking Out In DeMatha basketball, kids often start on the freshman team, work their way up to junior varsity, and then try to make the varsity team. Because of this system, a very good player is unlikely to go unnoticed. Our highest attendance is always for the freshman team, which sometimes has 75 to 100 applicants. In this case, we ran three separate tests over a few days and categorized the players into teams alphabetically for easy evaluation. When you have many candidates for your team, it can be overwhelming trying to get a good look at each one. But you will make the best decisions for your program and applicants if you are willing to work hard and pay close attention to the selection process. Cuts should not be an arbitrary decision. You can't just think someone looks like a player and decide based on that. Sure, sometimes your instinct gives you a feel for a particular athlete. But you need more than that to keep going.

When deciding whether or not to keep a player, consider these points: • • • • • • • •

What type of player is the player What type of student is the player How fast is the player What type of pitcher is the player What type of competitor is the player What type of ball carrier is the player What type of passer is the player Player gets together with teammates • How easy it seems to train the player • How high the player can jump • How fast the player can run One of the biggest mistakes coaches make is selecting players through what I call "testing the eyeball" name. Some coaches assume that someone who looks like a player must be a player and they keep him on the team. I recommend staying away from the eyeball test. Instead, judge players on their performance. I've always said: "Don't play potential, play performance." And also "Don't keep the potential, keep the performance". That doesn't mean you're wrong if you keep some players who are showing potential but aren't performing consistently. You can work with them to try to develop them. It's reasonable to keep these players as long as they have a good attitude, are trainable and willing to work hard to develop their potential. But for the bulk of your roster, you keep players who perform well rather than those who can reach their potential. Focus on those who will be eliminated When making decisions about who to eliminate, don't focus on the obvious players who will make up the team. Focus on the players who are unlikely to make it. For example, focus on thoughts like, I know I'm cutting Jim. By focusing on who you cut rather than who you keep, you can help ensure someone doesn't get lost in the crowd.

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After the three days of training and assessment are complete, I sit down with the rest of the team to tackle the most challenging aspect of the training. Together we made tough decisions about who to keep and who to stay on the team. Cutting players is really the only part of my job that I find uncomfortable. When young people dream of playing college basketball and giving it their all in the playoffs, it's really hard for me to tell them they're not going to make it. For the players I edit, I take the time to talk to each one individually in my office. I don't believe in posting lists of who made the team or who got cut. I think it's a cruel and cold way to circumcise players. When the player walks into my office, I first thank him for coming to the team and for putting so much effort into it. I try my best to help the player keep things in perspective, tell him that life is so much bigger than basketball, and generally try to ease his disappointment as much as I can. If the Cut players aren't veterans, I invite them to come back on the team next year. You might be surprised how much a player you cut one year can improve the next season. For me, one of the best examples of this was a young man named Perry Clark. When he was a junior we were so talented I didn't think he would play much. I encouraged him to use this year to play as much basketball as possible with the Boys' Club, Catholic Youth Organization (CYO), etc. and work hard to develop his game. When Perry returned the summer before his senior year, he was bigger, stronger and way better. He became one of the stars of our championship team and was an All-League selection. He received a full college basketball scholarship, later joined my coaching staff, and went on to have a successful college coaching career. Thank god I didn't make the mistake of cutting him down as a junior and not encouraging him to keep playing and come back next year. You never know when a late bloomer is ready to go.

Isaac Menashe/Icon SMI

The hardest part of coaching

Perry Clark was a late high school developer who stayed with and later coached at the Division I collegiate level.

Thoughts for the Day Your talent is God's gift to you; What you do with it is your gift to God. –Leo Buscaglia No matter what year they are in school, I encourage the players I stump to play in some of the local leagues and tell them that basketball is a great sport that can be played at many different levels . I try to help young men deal with not making the varsity team and emphasize that there are opportunities to play and train elsewhere. Most players can do fairly well. Many of them are smart enough to see it coming. Understandably everyone is disappointed and some shed a few tears. Maybe it's good that I was never a great player. I emphasize using myself as an example

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to the players I say that there comes a time in everyone's life when the basketball is taken out of their hands. And I try to get every young man to focus on the positive aspects of his life. I could say something like, "You are a great student. You get along well with people. And I know that you will be a real success in life. But you won't win every game you play and this is a great experience for you. My senior year in organized basketball was after freshman year of college. And I accepted it, just like you have to accept it. But what you have to do is keep going and have the best year possible. You can keep playing basketball and having fun, and I hope you come and support the team.” As much as we try not to make mistakes when cutting players, it inevitably happens. And that's the basis for another rule of mine. If a player, after being cut, really thinks that he didn't take a good look, that he didn't play as well as he could, or that the coaches just made a mistake, then he should wait a day and then come on and talk to me I will watch it again. You'll be surprised how this can save you from losing a potentially great player.

Shoot from outside 15 feet. To be a basketball player you must have all the skills you need on the floor.

Put players in positions

Danny Ferry used his skills and intelligence to great advantage at DeMatha and later as an NBA player and general manager.

As mentioned in Chapter 7, I prefer to only assign players two positions: the perimeter and the crossbar. Perimeter players who face the basket include guards, small forwards, and swingers (those who can play both shooting guard and small forward). Post players who play with their backs to the basket include forwards and centers. I'm not convinced by the terms big guard, point guard, small forward, power forward, and center. As you've seen in previous chapters, I assign numbers to players for alignment purposes. But in my opinion there are two types of players on the pitch instead of five. I want to have as many complete basketball players as possible. These are players who have some of the skills needed on the pitch. I'm not satisfied with those who can only bat or only dribble or only

Every coach's dream

Catholic High School Cortesia de DeMatha

Every coach should be blessed at least once with a player who has all-round ability. I was when Danny Ferry visited DeMatha.

I remember one year we played Archbishop Carroll High School for the league championship. Carroll introduced Derrick Lewis, who had a successful career in Maryland and in professional football in Europe. The internal confrontation between Derrick and Danny was fairly even. But Danny was talented enough to break away from the basket and the odds swung in his favor. Danny was a little too quick for Derrick and had a good outside shot that few posts could move to the edge and save. Danny Ferry was one of the most complete players I've ever coached. He was named DeMatha and Duke National Player of the Year and went on to have a great career in the NBA.

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However, it is the coach's job to place players in positions that best utilize their strengths. If the best position for a player is to play in front of the basket, make them a perimeter player. If he's stronger with his back to the basket, make him a pole. It is of course ideal if a player can play in all positions.

Position your team Obviously, game situations often dictate specific training strategies. You can prepare by knowing in advance the combination of five players that you will take out in all these different situations. You should identify your best starting team, your best ball-handling team (consisting of a combination of your top five ball handlers and free-kick takers), your best rebound team, your best pressing team, and so on. For example, late in the game when the other team is pressing, you want the ball in the hands of your best ball handler. At this stage of the game, you'll be asking for an offense where the best dribbler and passer maintain control of the ball. While I'm not necessarily naming a shipowner, I make sure we're prepared for these and many other situations. Watch your wallet on this team. We call one of our special situation teams, the Full Pressure team, "pickpockets." And over the years, they've earned their name. In a game against Long Island Lutheran, we were 23 points behind in the last quarter. I put in the pickpockets and told them we couldn't let the other team pass the ball in the middle of the court. They did their job - in a hurry! So, one minute into the game, we deployed our ball control team to defend our 4-point lead. In a similar situation, we're down 15 points after the first quarter against Paint Branch High School. Once again we turned to pickpockets and led by 13 points at half-time. That's a turnaround of 28 points in one quarter!

I use these examples to illustrate that a coach needs to know which five players make the best team in a given situation. Deciding this in advance allows you to get the best out of your team in any situation.

Practical Reviews As discussed in Part II, I break our entire season into a Seasonal Master Plan, a Monthly Plan, a Weekly Plan, and a Daily Plan. I always enlist the help of my team in creating these long-term and short-term exercise plans. I have an exercise schedule for every exercise I've ever had at DeMatha High School. Keeping long-term records can be of great help in evaluating different teams from year to year. I can refer to the records if you're interested in where the team was at any point in the previous year's season. Also, I can browse records and find teams with similar talent to my current team. I use this information to decide what to do practically with my current team, knowing what has worked on previous teams. The more organized you are, the better the manager and the better your team will be. Like everything in life, organization can be achieved with a lot of work. I suggest that you keep almost everything (training schedules, scouting reports, player files, etc.) written down and have a filing system that makes it easy to find what you're looking for with little effort. Part of organizing is knowing what you want to accomplish in the season and on that particular month, week, and day. A high level of organization allows you to make the most of every minute you spend on the floor. As the old saying goes, “It's not the hours you put into your work that count. It's the work you put in for hours" (Sam Ewing). And what you put into your hours with the team needs to be planned well in advance.

Training Observations The main thing to watch out for during training is how hard the players are working. I am one

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Supporters of the training commandment: "As they practice, so they should play." That's why I want my players to give their all out there, both in training and in games. I pay special attention to my best players to make sure they are working hard. Sometimes very talented players can be so successful at 90% speed that they can't make the effort and can't improve. It should be every player's ambition to reach the next level. The way to get to this level is to practice as much as possible. So keep an eye on all your players to make sure they aren't just following the moves. I tell the players that every day they will improve a little or take a small step back. There is no standstill. The only way to constantly improve is to do your best every day.

thought for the day

I am fortunate to have two full-time assistants who are very helpful in observing and evaluating the practices. We sit down and work out the plan for the day before we speak, so we all know what we want to achieve and what we're looking for. The assistant working with the pole players will focus on them and the assistant working with the perimeter players will take care of them. I keep a general perspective on the practice. After the training and the dismissal of the team, I meet again with my assistants. We discussed practice and looked at stats kept by team managers. The form on which we created our daily exercise schedule (see Chapter 6) includes a section at the end for comments on that particular exercise. This is our opportunity to capture what we did well on the day and what we still need to work on. Then we set about creating the plan for the next day's training. The exercise plan for the next day should not necessarily depend on the success of the previous day's exercise. Instead, pay more attention to your plan for this week. If you fluctuate daily, chances are your players will

Cortesia de Bishop O'Connell High School / Tommy Orndorff

Do not be fooled; God is not mocked: for what a man sows, that he will also reap. –The Bible (King James Translation), Galatians 6:7

wizard input

Assistant coaches can be a great addition to a successful program.

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just as contradictory. By being guided by your weekly plan, which has been removed from your monthly plan, you are well on your way to achieving the goals outlined in your seasonal plan.

Videotapes Videotapes are great tools with a wide variety of uses. They can be used for advertising purposes, e.g. B. to create highlight movies of your players that you can send to college coaches who want to see them in action. This is very popular with football coaches but can be just as effective when it comes to helping a basketball player win a scholarship. Videos can also be extremely effective teaching tools. Sometimes there's no better way to get a message across to a team or player than by showing them exactly what you're talking about. You can use ribbons to illustrate good and evil. For example, if you want to highlight some of the good things your team is doing on offense, you could line up eight high-value holdings where they've done exactly what you want them to. On the other hand, you can show your players six or eight bad streaks to point out mistakes and show them what to do to fix them. I often have one of the managers practice on video, but only if I have a specific goal in mind. Occasionally I sometimes do what is called a "low light" tape for individuals, such as when a player is playing poorly or not rushing. Sometimes I record a drill to illustrate a point for a player. For example, I could tell a player that he doesn't run the course as well as he thinks. If I can show him what I'm talking about in the film, he can't contradict me. As always, I'm not doing this to embarrass players, it's to educate, and seeing yourself on tape really makes the point. If you do, do not show the tape to the team. This should be done privately with only you and the player. Sometimes when the team played a disappointing game where nothing seemed to go right from start to finish, instead of reflecting on those mistakes and replaying the whole game, I "burn the movie". Not really,

Instant camera Eddie Fogler, former South Carolina coach, starred with Dean Smith at the University of North Carolina. He told me about a time when Coach Smith really criticized him for not making the time. Eddie said he knew he was going full steam ahead and working really hard and that Coach Smith was wrong. But a film shoot convinced Eddie that Dean Smith was right. Pictures don't lie. Sometimes a player needs to see what the coach is saying in order to register. sure, but I tell the team we'll burn the film and move on. Repeating an absolutely bad performance over and over again is often counterproductive. I'd rather go ahead and say, "We know we put a big egg in it the other night and we know it won't happen again." In short, I cannot stress enough the importance of evaluating each practice. As you practice, so you play. And through these daily assessments, you can determine if you are on track to play the way you envisioned your long-term plans. Of course, you also have to rate the games.

Match Reports To make sure you're watching matches at their best, instruct all your managers to watch certain things in-game at certain times. This should begin during the 20-minute warm-up; One of his assistants should oversee the players' execution of the pre-game routine, just to make sure everything is running smoothly. At the same time, another coach must ensure that the goalscorer has the correct line-up with the correct numbers in the official book.

Game Duties Once the game begins, each coach must fulfill an assigned role. As a head coach, it's my job to look at the overall picture of the game, both offensively and defensively.

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One of my assistants is tasked with sitting next to me on the bench and jotting down any comments I make. He takes notes of what I say during the game and I might want to refer back to his notes to use at breaks, at halftime or in practice the next day. In general, my comments relate to game levels that I feel need improvement. I could say things like, "Joe just gave up the baseline," or "We're not changing the ends of the court," or "We're not looking at her pressure zone." All of my verbal observations are noted by my assistant and provide us with an ongoing report of significant concerns about individual and team performance throughout the game. My other assistant is busy keeping track of the number of fouls committed by players on both teams and the time-out situation. This assistant is responsible for notifying me immediately if one of our players commits his second foul in the first half. He will also inform me if someone from the other team is in trouble. For example, if the other team's top batter gets his third foul, my assistant has to inform me. Then we can try to bring in the ball, force that player to defend, and possibly help him commit his fourth foul. (But if he gives us the easy shot, we take that too.) The coach who keeps fouls and time-outs also has a responsibility to watch the opposing team's concentration during those times to see what substitutions the other team made makes. It notifies me of any changes made during the hiatus, giving us an opportunity to counter their move with one of our own. Many teams sneak in a substitute or two during time-outs and get a cheap shot because the defending team hasn't adjusted to the new personality on the field. As part of his mission to keep an eye on the opposition, this assistant is also responsible for being involved in any meetings the other coaches might have with the umpires during downtime. I want ours

Team is represented at all of these meetings to ensure the opponent does not gain an unfair advantage. Whilst good referees strive to ensure both teams are represented, I would like an assistant coach to make sure we are involved in any discussions. As mentioned before, during practice one of my assistants coaches the wing players and the other works with the pole players. During games, in addition to the other roles I've described, the two assistants keep a close eye on how the players train. I always encourage input from my assistants during games and sometimes ask for their input on game trends. But I make sure they tell me what they see and not the players. In the meantime, I'm keeping an eye on the big picture and making any corrections I think are necessary. One rule we have is that only one vote should come from the bench and that vote is mine. Players on the pitch cannot benefit from three different coaches yelling at them three different things. I strongly recommend that you really get into the game. Don't just be a spectator out there. As a coach you have to feel the games. Your assistants help keep you on track, but you might not quite understand what they're saying if you're removed from the nuances of the plot. It's easy to become just a spectator, especially when things are going well. If your team takes three or four quick breaks in a row, you may find yourself jumping up and cheering. But before you lead the crowd, you should think about it and understand why your team had those easy scoring chances. In addition to the coaches who carry out their duties during the games, we have one of our managers who keeps the statistics together with our faculty moderator. Another manager is our scorer and keeps the book. A third manager films the game. And the fourth coach, our training student, is on the bench to help with injuries and provide water during breaks.

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Post game review With all the feedback I'm getting I have a pretty good record of what happened on the pitch after the game ended. I have a list of my comments, stats, timeout and foul graphs, and a videotape of the game. Also, my coaches and I sit down as soon as possible after the game and write down everything we can remember about the game. From all these sources of information, we determine what we need to do as a result. We discuss what we need to work on the next day and if there are any changes to our weekly or daily schedule. As a coach, you should do these things right after the game, when your memory of the game is still fresh. At practice the next day, the first thing we do is go through a summary I prepared from the previous game. Win or lose, I walk players through the pain points to help them understand my analysis. This helps players learn why certain things worked or didn't work and how they can improve their performance.

Summary Here are some tips to keep in mind when evaluating your players during the season: • If possible, place your players in the summer leagues. This makes them better players and gives you more information to rate. • Tell candidates for your team that all positions are open during selection and make sure this is true. • Have your players write down their academic and athletic goals at the beginning of each year.

• Spend the first few days of testing just training to get a good look at the candidates. • Do not make arbitrary cuts based on random observations. Arm yourself with specific information to make those decisions. • Take time to speak individually with the players you cut. • Consider a process where all players who are cut can get a second look. • Encourage all players to be versatile on the pitch, but also make sure to place them in positions that best utilize their strengths. • Identify your best five-man units to meet various game conditions (ie, your best ball-handling team, your best rebounding team, and so on). • Make a daily exercise plan and stick to it. • Watch training to make sure your players are working hard. • Meet with your assistants to evaluate each exercise. • Video exercises if required. • Assign tasks to your assistants and managers to ensure all games are carefully observed and recorded. • Meet with your assistants as soon as possible after the games to evaluate and analyze them. • In the first practice session after a game, take the time to review and demonstrate the points you want to cover in your analysis of the previous game.

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Chapter

Evaluation of your program

ONE

The coaching job doesn't end when the season ends; it just changes. Instead of working directly with the players, you will evaluate and plan ahead. In many ways, the work you do after the season will determine whether your program improves the following year. It's not enough at the end of the year to just sit back and say, "Boy, we had a great year. Wasn't it wonderful? Or: "We had a bad year and we have to do better next year".

Post-Season Evaluation No matter what type of season you've had, you need to sit down and thoroughly evaluate your program. What you want to find out is where you've been, how you've dealt with what you've had, and where you're going. As I have already mentioned, there is no progress without change. But not all change is necessarily progress. It's the evaluation process that allows you to identify what needs to be changed and what needs to be left out.

Program Evaluation The first step in evaluating your program is to get stakeholders to write their opinions about the program. I learned from a long time ago

George Allen — the late great head coach of the NFL's Rams and Redskins — that if you really want someone's opinion, you write to ask for it. SENIOR FEEDBACK When collecting feedback from your graduates, let them know that you are not looking for flowery praise, but rather substantive ideas and criticism that they believe will improve their program. It must be a private and personal evaluation of the older person; for it to be useful, they must be absolutely honest. Over the years I have received tremendous feedback from our PhD students. If I have a specific concern, I can ask her for her opinion. Your answers may not always be what you want to hear, but realize that your insights can benefit the program. And the answers aren't always negative; What seniors like about the program is also reflected in these reviews. Whether what is said is positive or negative, soliciting feedback from alumni is a great way to begin program evaluation. Assistant Coach Submissions I also ask all my coaches for a written review of the past season. If you call a meeting of everyone associated with your program, chances are only the 273 francs will remain

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between them will voice their thoughts, shutting out some potentially valuable information from the quieter types. However, when writing, what is on the paper is more likely to accurately reflect that person's thoughts.

Performance appraisals Performance appraisals should be done for positive reasons, primarily to allow all players and all coaches (including the head coach) to grow. By looking at the strengths and weaknesses of the players, the coaches and the whole program, I can get a good picture of what I'm doing well and what's not. As a head coach, I see myself as a teacher. But as the saying goes: Sometimes the teacher learns more than the student. This can be the case in coaching in particular. We can learn a lot about ourselves as head coaches and the type of program we run from these reviews. When conducting assessments, we must be honest with ourselves and others. We must be open-minded and flexible enough to make changes that are in the best interests of the children and the program.

Thoughts for the day Life is change; optional growth. Choose wise. –Karen Kaiser Clark Assessing Assistants' Performance After the season, you should assess your team. Again, I recommend you do this in writing. Then sit down with each team member and go through this assessment with them. Tell each team member what you honestly see as their strengths and weaknesses, and what they can do to improve as a coach. I was fortunate to have sitters who were interested in self-improvement and receptive to constructive criticism, attitudes that help make these sessions worthwhile. Many former DeMatha assistants are now training at the college and high school levels.

I think any of them would say that in some way these yearly reviews have contributed to their growth as a coach. Player Ratings My assistants and I rate our staff the same way we rate ourselves and our program. We ask every player to submit a written self-assessment to the coaching staff. I will then meet with each player individually and discuss their own assessments and those of the coaches with them. At these meetings, I will tell each player what the coaching staff thinks they need to do to become a better basketball player. I remind each player that the individual assessments will continue throughout the year and they will go through the same process during the summer league game. I also give the players their off-season training plans (see Chapter 5) in writing. Having a written copy of the completed program eliminates the possibility of anything being overlooked. And if they lose writing, we pick them up and can give them another copy without having to sit down and go through the verification process again. Personal Evaluation Since beginning my career as a head coach at O'Connell, I've also spent time evaluating my own performance after each season. I look back over the past season and look at the things I didn't do or the things I did that I shouldn't have done. And I'm trying to decide what I need to change. A great evaluation tool for a coach is to watch one feature film a week. As you watch the film, try to observe your team and separate their strengths and weaknesses. After watching at least 10 games, ask yourself: is my team showing the playstyle I want? Are they addressing the three or four key points I've emphasized throughout the season? This way you can assess what you are really teaching your team and which areas you need to work on. After watching games to observe your team, watch the same games again to assess your opponent's strengths and weaknesses.

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30 Minutes Can Make a Difference I can't stress enough how important these postseason reports can be to your players and your program. I was talking earlier about Bill Langloh, DeMatha's point guard in the 1960's, and at one of those meetings with Bill I told him that I think he's a half step too slow to play major league basketball. He asked what he could do to correct this, and I prescribed a speed program that included jumping rope, climbing stairs, and similar activities. As a result of this meeting, Bill spent an entire summer 30 minutes a day, 5 days a week working on his speed. Was it worth? Bill Langloh became a four-year starter at the University of Virginia and led the Cavaliers to their first ACC title. This might never have happened if we hadn't spent those 30 minutes talking during our review meeting. Adrian Dantley is another example. When we spoke at the end of his freshman year, Adrian said he wanted to lose weight and gain strength. We drove up the road to the University of Maryland, checked out her weight program, and Adrian got to work. Although Adrian was short at six feet, the strength training habits he developed in high school helped him be a great inner strength on both an academic and professional level.

This gives you ideas about areas to emphasize, helps you understand why you hold your beliefs, and strengthens those beliefs.

Building the Future It has often been said of the DeMatha program, “You never build again. You just reload. This can apply to any program if you have lower levels of the overall program such as B. College freshmen and junior teams who constantly contribute to the varsity team. If you have a framework for your program that allows it

Developing players as they progress through varsity allows you to keep running your program without wasting too much time. Ratings play a big role in this. They can allow you to simplify and change the program even as you adapt your playstyle to the people on your system each year. Frequent reviews can help the program evolve and show a growth pattern, and can help eliminate biannual system reviews.

Thoughts for the Day Don't criticize success, analyze it. That doesn't mean you don't have differences to deal with. Every player, every team and every year will be different. But analyzing and evaluating each situation—how it was handled, what the outcome was, and how it could be improved—is key to building and maintaining a successful program. As a reminder, carry out all your assessments and the resulting adjustments within the framework of your own personality and philosophy. There are no training magic formulas that you can apply to a group of players to guarantee success. John Wooden's UCLA teams played a game-in-game-out ball style. Still, he admired North Carolina coach Dean Smith because he could teach so many different things and all of them well. Smith, whose teams play multiple games of offense and defense, is one of the greatest coaches of all time. However, this also applies to John Wooden. Smith and Wooden are different people with different styles who are among the best of all time in our profession. As said, the only way to be successful is to do your job in a way that suits your personality and philosophy. So always be yourself. Work hard to be a good coach. Listen to what people have to say and be open-minded enough to consider new ideas. Keep an eye on your program. Constantly reassess your program and incorporate positive changes. But above all have fun. When you do this, you will build a successful program in which you will earn your share

276 Practice basketball successfully

play and above all train young people who are prepared for life and one day will say that they are proud to have you as a coach.

Coaching has so many benefits that it is impossible for me to pick one or two of the best. But seeing my players continue their studies, lead successful lives and become good citizens is the greatest thing. Some have been fortunate to play in the NBA; others became successful teachers, lawyers, doctors, and professionals; a few have achieved media fame, such as CBS Sports' James Brown and Adrian Branch, who work in the Washington, DC area. Certainly one of my greatest thrills as a coach and father has been the honor and privilege of coaching my two sons, Brendan and Joe Wootten. Both were starters and key members of championship teams: Brendan on the 1988 team and Joe on the 1991 team, both winning league, city and Alhambra tournament titles. It's still fun to hear them arguing about which team was the best! Brendan played for a year at the University of Pennsylvania where he graduated. Today he is CEO of Goldman Sachs and enjoys a very successful career on Wall Street. Joe played with Gary Williams at the University of Maryland for a year. After graduating, he became an assistant coach at Furman University, where he was the youngest assistant coach in the country. From there he joined our team at DeMatha and started out as a freshman coach before becoming my main assistant. As you will know from this book, Joe is now the head coach at Bishop O'Connell High School in Virginia, where he has built an extremely successful program. he took

Mark Goldman/Icon SMI

The Wootten Trainer Tree

Mike Brey, a former DeMatha player and assistant coach, is now Notre Dame's head coach.

a team with just 6 wins in the year prior to his arrival, turning them into 16, 17 and 30 game winners in his first 3 seasons. Over the past 13 seasons, his teams have won 30 games three times (and 29 games once) and averaged 23 wins a year. His teams have won five Virginia State titles and three Alhambra Catholic Invitational titles over those 13 seasons. He and I continue to host a summer basketball camp together at Frostburg State University, which attracts players from all over the world. Joe is one of many ex-players who have become teachers and coaches, which is a great joy to me. It is exciting

Evaluation of your program 277

and humbling to look at the list. Dozens of my former players and coaches went on to coach high school basketball. There are too many to list individually, but they all take their role seriously in touching the lives of young people. Others became collegiate or professional coaches such as Mike Brey (Notre Dame), Perry Clark (ex-Miami), Jack Bruen (ex-Colgate), Eddie Fogler (ex-South Carolina), Joe Mihalich (Niagra), Terry Truax (ex Towson State), Murray Arnold (former Stetson University and Chicago Bulls Assistant), Sidney Lowe (Utah Jazz Assistant; former Minnesota Timberwolves and Vancouver Grizzlies), Dereck Whittenburg (former Fordham), Ron Everhart (former Northeastern), Rod Balanis (Notre Dame Assistant), Darryl Bruce (Mount St. Mary Assistant), Marty Fletcher (Former University of Colorado at Colorado Springs, Men's and Women's Teams), Travis Lyons (Former Fordham Assistant), Heath Schroyer (UNLV Assistant), Pete Strickland (George Washington Assistant), Billy Hite (Virginia Tech Assistant Football Coach), Joe Cantafio (formerly Furman), Jeff Hathaway (Hofstra Athletic Director), Bill Mecca (formerly Furman Associate Athletic at Quinnipiac College), Derek Carter (Her ware State at Athletic Director), Ken Blakeney (former Harvard and Delaware assistant), Kort Wickenheiser (former St. Bonaventure), Scott McClary (Muhlenberg College), Ted Jeffries (former assistant to William and Mary), Chris Parsons (former assistant to Columbia) and Kurtis Shultz (Cincinnati Bengals strength coach). The list goes on. Everyone who comes out of the DeMatha program emphasizes the basics and pays attention to the details. Just as important, they each have their own styles that they bring to the art of coaching and have stayed true to who they are. One of the things I'm most proud of is that many of our players considered teaching and coaching a calling and a calling worthwhile. It's a feeling I hope every coach can experience.

O'Connell's Assistants When the coaches know you want to advance them in their careers, they will do their best. I ask all the trainers who work at O'Connell to help improve the program while they are with us. In return, they have my word that I will do everything I can to help them move forward. Assistant coaches also have to understand that as a player you don't start, you stop. Seth Goldberg is a great example of making the most of a small opportunity. Seth approached me after work at our summer camp and asked if he could join my team. I didn't have any vacancies, but I liked his enthusiasm. I told him he could volunteer to be my second assistant coach on the freshman team. He did a great job showing his value by watching, helping out with JV drills after completing first year drills and always doing what needed to be done before being asked. He showed so much growth in that first year that I named him head coach of JV the following year. Seth eventually made the switch to the varsity team and is currently the head coach at St. Louis. Paul's in Baltimore, where he hosted the program with incredible success. My dad said, "Surround yourself with good people," and I've always tried to follow that advice, not just with players but with coaches as well. I am very proud of the coaches I have worked with: Scott McClary (Muhlenberg College), Jason Donnelly (Villanova Assistant), Ron Ginyard (St Stephen's and St Agnes), Mike Pegas (Xavier Assistant), Duane Simpkins (UNC Greensboro assistant). ), Seth Goldberg (St. Paul), Garrett O'Donnell (Maret School), Paul Easton (St. James), Stu Wilson (Montgomery College) and Hunter Taylor (Spring Hill High School, Texas).

278 Practice basketball successfully

Summary Here are some tips to keep in mind when evaluating your program: • At the end of the season, honestly evaluate all phases of your program. • Have graduates provide a written evaluation of their program and describe the strengths and weaknesses they saw during the program. • Conduct all your exams in two parts: a written exam followed by an individual presentation. • Have your assistant trainer write a review.

• Be open enough to evaluate yourself and be honest about what new ideas might come up during the evaluation. • Provide freshmen with structured written practice programs to encourage their development over the summer. • Make all judgments and adjustments based on your personality and training philosophy. • Have fun and be genuine in your efforts to advance the development of your program and the student-athletes involved.

Appendix A Team Meeting Agenda Template Agenda for first basketball meeting Date: _______________ 1st 2nd 3rd 4th 5th 6th 7th 7th 8th 9th 10th 11th 12th

Opening Remarks - distribute the poem "Loyalty" (see Chapter 2) Philosophy and Goals Staff - collect the ideas of all assistants (home and away) and traveling staff* Supervise academics Basketball Clinic Assign topics for the second meeting Reflections for the Season – Collecting input from all participants, suggestions and additions

Date of next meeting: _______________ * Topic assigned to a technical assistant for the second meeting

Agenda for Second Basketball Meeting Date: ____________ 1. Responsibilities of Coach and Management - Reviewing and updating progress 2. Main Responsibilities to complete before the start of the season - Reviewing and updating progress a. Individual Defense - Name of Responsible Coach b. Pressure Offense - Name of Responsible Coach c. Quick Break - Name of Responsible Technician d. Balls Jump – name of responsible coach e. Out of bounds games - Collect the thoughts of all assistants f. Free kicks - Name of responsible coach g. Time and Score (Offense and Defense) - Collect input from all participants 3. Format of Mass and Dinner 4. Coaches (Home and Away Travellers) and Traveling Staff 5. New Business Date for next meeting: _______________ (continued) 279

Sample Team Meeting Agendas (continued)

Agenda for the Third Basketball Meeting Date: ____________ 1. Responsibilities of the Coach and Management - Reviewing and updating progress 2. Main tasks to be completed before the start of the season - Reviewing and updating progress a. New Exercises - Gather thoughts from all the wizards b. Three Point Games - Gather the thoughts of all the assistants c. Zone Offense - Name of Responsible Coach d. Zone Defense - Name of Engineer in Charge e. Zone Press - Name of Technician in Charge f. Offense versus Garbage Defense - Gather the thoughts of all participants 3. Trade Show & Dinner Format - Closing 4. Managers (home and away) and traveling staff - Closing 5. New Business Date for next meeting: ____________ Agenda for the Fourth Basketball Gathering Date: _______________ 1. Key tasks to be completed before the start of the season - reviewing and updating progress a. Individual offense – name of responsible coach b. Crazy situations (last second shot, defense against crazy attacks, etc.) - Gather the minds of all wizards 2nd 3rd 4th 5th 6th 7th 7th 8th

If team is selected Teams for first practice Announcements of first day practice Schedule of first week practice Filming Travel procedures Scouting for the year a. trainer available b. Pre-Season Opponents c. films of the last season

9. What is planned for the first game? 10. Seasonal Plans

280

Appendix B Sample Monthly Exercise Schedule November 8th

9. November

10. November

11.11

Stretch Comments Warm-up* Three Big Exercises** Posture and Steps Shooting Stations Free Throws and Sprints 1v1 Full Court 1v1 Half Court Scrimage Forward and Defending Crossover Closing Comments

Stretch Comments Warm Up* Three Big Exercises** Posture and Step Indicator Shooting Stations Free Throws and Sprints 1 on 1 Full Court 2 on 2 Stations Scrimmage Forward and Guard Overplay Closing Comments

Stretching Comments Warm Up* Three Big Drills** Shooting Stations Free Throws and Runs 1v1 Full Court 2v2 Stations Scrimmage Box 1 Box 2 Forward and Guard Overplay Horseshoe Drill Closing Comments

22 - Hard closing remarks

12.11

13.11

14.11

15.11

Stretch Comments Warm Up* 3 Big Workouts** Shooting Stations Free Throws and Runs 1v1 Full Court 2v2 Full Court 2 Stations 2v2 3v3 Full Court 4v4 Full Court 5v5 Full Court Head to Head Half Victory Fogler Drill 25-Blitz Trap Court Closing Comments

Stretch Comments Warm Up* 3 Big Drills** Shooting Stations Free Throws and Shooting 1v1 Full Field 2v2 Full Field 2 Stations 2v2 3v3 Full Field Half Man to Man Box 3 Box Out Fogler Drill 2-2 - 1 zone press closing comments

Out of

Stretch Comments Warm-up* 3 Big Workouts** Free Throws and Sprints 1v1 full court 2v2 full court 3v3 full court 4v4 full court 5v5 full court Four Corners Zone Stations Half Court Zone Man A Half Court Man 25 -Blitz Trap 26 -Blitz Exchange 2-2-1 Pressure Zone Final Comments (Continued)

281

Sample Monthly Exercise Plan (continued)

16.11

17.11

18.11

19.11

Stretching Comments Warm Up* 3 Big Drills** Free Throws and Sprints 1v1 Full Court 2v2 Full Court Scrimmage Zone Stations Half Court Zone Drift Time and Scoring Ladder Half Court Man to Man 25-Blitz Trap 26-Blitz Switch 2 - 2 -1 Zone Press 44 Zone to 43 Trap Closing Notes

Stretch Comments Warm Up* Three Big Drills** Free throws and 1v1 shots all over the court Zone Stations Half court zone breakthrough and cover transfer Horseshoe Drill Fogler Drill 33 in Area 2 Closing Comments

Stretch Comments Warm Up* Three Big Exercises** Free Throws and 1v1 Full Court Scrimmage Man to Man Half Court Zone Stations Stacking Options Color Deep Half Court Man to Man Closing Comments

Stretching Comments Warm-up* 3 Big Workouts** Shooting Stations Posts and Boundary Stations Free Throws and Sprints Full Court 1v1 1 Stations 1v1 Full Court 2v2 Open Throw 8 Play Forward and Guard Overplay Horseshoe Drill Fogler Drill Man Sets -to-man in half- court zone Closing Remarks

20.11

21.11

November 22

23.11

Stretch warm-up* Scrimmage

Out of

scramble

24.11

25.11

26.11

27.11

Stretching Comments Warm-up* 3 Big Drills** Shooting Stations Post and Boundary Stations Free Throws and Full Field 1v1 Runs Man-to-Man Half-Court Zone Half-Court Games Out of Bounds Line Time and Goals Breaking and Guard Overplay Horseshoes Final Remarks on Fogler exercise

Out of

Stretch warm-up* Scrimmage

Stretching Exercises Warm-up Exercises* Big 3 Exercises** Shooting Stations Rebound Exercises Free Throws and Sprints 1v1 Full Court 2v2 Full Court Seasonal Zone Changes Seasons Half Court Zone Time & Score Vs. Plays Off Closing Remarks

282

28.11

29.11

30. November

December 1

Out of

Stretching Kommentare Warm Up* Big 3 Drills** Shooting Stations Freiwürfe und Tempoläufe 1 vs. 1 Full Court 2 vs. 2 Full Court 3 vs. 3 Full Court Zone Stations Zone Half Court Vs. 43 Forward and Guard Overplay Horseshoe Drill Fogler Drill Recovery Interception Drill 33 in Area 3 Abschließende Bemerkungen

Stretching Comments Warm-up* Three Big Drills** Shooting Stations Free Throws and Sprints 1 vs 1 full court 2 vs 2 full court 3 vs 3 full court 4 vs 4 full court 5 vs 5 full court “21” dry running all (5th - on-0) man-to-man half place zone 33 stations in area 2 Concluding remarks

Spiel

Note: The skill listed indicates that that component of the practice is emphasized or taught first. A skill or strategy is practiced after it is introduced in most practices; therefore, the lack of a skill should not be interpreted as an omission. * The warm-up includes single rotation drills, full field lay-up drills and 10 consecutive free throws. **Big 3 includes 3-in-2, 2-in-1 drills; reconnaissance exercise; and 5 two-shot free throw attempts.

283

CONTENTS Note: The following page numbers f and t in italics refer to figures or tables. The AU. See Amateur Athletic Union Academic Archives 30 Administrative Support 50-51 Advanced Step 199-200, 199f Alcindor, Lew 14, 240, 245, 253 Alternative Plan 245 Amateur Athletic Union (AAU) 66 Anderson, Kenny 245 Annunziata, Chris 51 Aristotle 85 Assistant Coach 47-50, 70, 268-270, 273-274, 277 Auerbach, Red 5, 20, 248-249 B Backdoor Cut 110, 110f Ball Defense at 200-201, 201f, 210 Handler, Guarding 244-245 Pat 106 pinch 106 Playing with 97-108, 97f-100f, 102f-103f Playing without 109-116, 109f-116f Batting 106 Ball Handling 105-108 Baseline Step-out 154, 154f Man-on-Basic Defense 191 Man, 191f Basketball Program, Coaching Staff Running and 47-50 Power System and 52-53 Play Style and 45-46 Sources of Support and 50-52 Team Pride and 55-57 Team Rules and 53-55 Back Passes 105 Big Games 241 Big Men Hands 105 Bingo 118-120, 119f-120f Blitz Switch 208, 208f, 226 Blitz Trap 207-208, 207f, 226-227, 227f body circles 106 shape of boxes 168, 168f, 176-179, 176f-179 f, 182–184, box 182f–184f off ense vs opponent scores 118-119, 119f against pressure 119-122, 120f-122f primary 122-125, 123f-125f secondary 125-127, 125f-127f 284

Brey, Mike 276-277 Brill, Tilden 42 Brown, James 30-31, 276 Bruen, Jack 26, 277 Bubas, Vic 168, 249 Burch, Al 50 Burroughs, John 13 Buscaglia, Leo 265 Butterfly Dribble 107 C camp 41, 66 - 68, 259-260 Captains 56 Carr, Kenny 43, 46-47, 239 Casolaro, Tony 51 Catlett, Sid 39 Center 93, 190 Center Field 224-225, 225f Chamberlain, Wilt 19 Amendment 134 Chase 130-131, 155, Chemistry 155f 41-43 circle 146, 146f, 155, 155f Clark, Audrey 29 Clark, Janetta 29 Clark, Jason 29, 51 Clark, Karen Kaiser 274 Clark, Perry 265, 277 clinics 8 o'clock situations 169-175, 171f-175f assistant coaches 47-50, 70, 268-270, 273-274, 277 availability of 20 faculty 77, 83-84 communication between 23-25 behavior of 246-247 leaders 47-49, 70 as models 35 coaching. See also defense, training; Attack, coaching as a career 5 chemistry 41-43 communication and 17-32 job interviews 49-50 most difficult part of 265-266 goals 13-14 as a parent 19 six challenges 14-15 team 6, 47-50 tree, Wootten 276 -277

Index 285

coaching philosophy development 3-15 foundation 3-4 priorities and goals 9-14 college 76-78, 83-84 color 186, 186f color fast 186, 186f defensive combination 194, 194f coming from behind 170 commandments, parenting 28 communication coaching u 17- 32 with community 31-32 failures 22-23 games 21-22 with media 32 with officials 25-26 off-season 22 with parents 26-29, 27f with players 17-23 with faculty school 29-30 student body 30-31 style 17 community 31- 32, 51 Competition Schedule 72-73 Conditioning 62-65, 63t-65t Confidence Passing 105 Constructive Criticism 17 Cook, Ricky 54 Corkscrew 106 Balance on Court 95 Crab Run 107 Cream, Tony 5 Cresson, Mike 69 Cross 149, 149f, 203, 204f Crossover Dribbling 101 Crossover Step 99-100, 100f Cross-Screen, 220 Defense, 220f 40 Curfew, 54 Cuts, Making 264 Cutters 159, 159f D Dantley, Adrian 10-11, 13, 36, 43, 56, 263 , 275 deep 174, 174f defense when behind 170 defense, practice 168, 168f, 170, 244. See also man-to-man ver Defending Ball Defense 200-201, 201f, 210 Teaching Defensive Stances and Sets 189-196, 191f-194f Teaching Defense Skills 197-204, 197f-201f, 204f Team Defense 205-233, 206f-221f, 224f-229f, 231f-231f-231f Zone Defense 182, 180f-182f, 193-194, 193f Cross Screen Defense 220, 220f Down Screen Defense 219-220, 219f Screen Defense On Ball 220-221, 220f Defensive Teamwork 228-230 Diamond Defense vs. Box Attack 4 vs. 4 168, 168f

Directional Drill 202 Directional Machine Gun 203 Discipline 33-34, 39-40 Donnelly, Jason 24, 277 Double Wall 156, 156f Double Step 102, 102f Dribbling 98-101, 107-108 Drift Attack 152-157, 152f-157f Drills. Also see specific exercises Ball Handling 106-108 Fast Offensive 127-134, 128f, 130f-133f Footwork 201-202 Complete Field Defense 230-233, 231f-232f Moving Offense 136-143, 137f-143f Passing 105 Station Perimeter Drilling 166-167, 166f -167f Post Drill Station 165-166, 165f-166f Speed 202-204, 204f Team Defense 212-221, 212f-221f Team Drill Station 167-168, 167f-168f Two Player Full Court 129-134 , 130f -133f Offensive Zone 165-168, 165f-168f Duncan, Tim 83 E 8 Play 184-186, 184f-186f Eismeier, Dave 22 Emerson, Ralph Waldo 229 Inning 149, 149f, 208 Tackle 69-70 Stage Euro 104 Rating Drop 260-263, 261f-262f game 269-271 staff 274-275 players 259-271, 261f-262f, 274-275 postseason 273-275 practice 267-269 preseason 263-264 program 273-278 summer 259-260 even and odd 108 F College 29-30 Fade 130, 131f Fake Inside Pivot 111, 111f Fake Reverse Dribbling 101 Fall Ratings 260-263, 261f-262f Fan Trap 227, 227f Fast Break 117-134, 128f, 1 30f-133 f Favorite, Underdog vs. 240- 241 Power System 52-53 Ferry, Bobby 250-251 Ferry, Danny 36, 251, 266 Eighth Pass 105 Fists and Fingers 209, 209f, 228, 228f 5 Motion Attack Game 143- 147, 144f-146f Situation 5 vs. 2 124-125, 125f Exercise 5 vs. 5 232

286 Index

5 Bed 221, 221f Five Player 129 Fletcher, Marty 46, 277 Flexibility 39, 46 Fogler, Eddie 269, 277 Drill Fogler 214-215, 214f-215f Football Walk 106 Footwork 102-104, 102f-103f, 201-202 Ford , Henry 210 Former Players 56-57 40 Offensive Move 146f-147f, 147-148 4-C 172-173, 172f Situation 4v2 124-125, 125f Practice 4v4 231-232, 232f 4 - On -4 Transition 133-134, 133f Four Offensive Players vs. 2-3 Zone 168, 168f Full Court 1 vs. 1 204 Full Court Layups 127-128, 128f Full Court Switch and Interception 226-228, 227f -228f Full Court Team Defense 223–233, 224f–229f, 231f–232f Fun 12 Funnel Trap 227, 227f Fuqua, Frank 244 Future, Building 275–276 G Gallagher, Joe 66 Big Games 241 Communication and 21–22 Evaluation during 269–271 Handling Situations during 243-256 Personnel decisions during 249-251 adjusted plan for 247-248 preparation for 235-242 responsibilities and duties for 24, 25f, 269-270 start 243-245 Garrison, Trav is 108 Gilbreath, Byro n 76 Goldberg, Seth 277 Grant, Bud 34 Graybill, Mike 52 Overplay Guard 215-216, 216f Gwynn, John 195-196, 245 H Half Court 1v1 216 Halftime 252 Hathaway, Jeff 69, 277 Coach Main 47-49 , 70 Herbert, Johnny 76 Herbert, Steven Morgan 76 Hey! 202 High and Low Exercises 108 High Stack 181, 181f Hip Exercise 134 Hite, Billy 39, 244, 277 Hold 155-158, 155f, 157f-158f

Honesty 37 horseshoes 212-213, 212f-214f horseshoes with player's front 213, 214f horseshoes with post 213, 213f Hubbard, Elbert 24 humiliation 18-19 I inbound situations 169, 175-186, 176f-186f zone Single Place Work 166, 167f Information Card, Player 260, 261f Inside Pivot 102-103, 103f, 111, 111f Instruction 19 Intensity 86 Job Interview, Work 49-50 J Jab Step to Knight 100 James, William 20 Job Interviews 49 -50 Jones, Andre 32 Pitch 129, 166-167, 167f K Kehoe, Jim 5 Kennedy, John F. 175 Kipling, Rudyard 35, 41 Knight, Bob 7 Krzyzewski, Mike 5, 7, 77 L Ladder 173-174, 173f Lane Slides 203 Langloh , Billy 36 , 275 last-minute games 171-173, 171f-172f last-second games 173-174, 173f-175f layups 127-129, 128f, 130f L-cut 109-110, 110f lead 169-170 goalscorer, defensive appearances for 244 Learn, Continued 8 Left Field 225, 225f Statement of Intent 27, 27f Line 179-180, 179f-180f, 184, 184f Line Jumps 2 03 Charge 181, 181f Loeffler, Ken 5, 14 Lomax, Ernie 45 Lombardi, Vicente 54, 248 lose, with dignity 253 Lowe, Sidney 250, 277 "Loyalty" (Hubbard) 24 "L" play 182, 182f M Macheski, Rich 7 machine gun 203 majors, Bryant 37, 237

Index 287

Malcolm X 3 Managers, Team 68-69 Manella, Rocco 29 Basic Man-to-Man Defense 191, 191f Infield Plays vs , 206f-209f Man-to-Man Attack 135-150, 137f-150f Martians, Rocky 9 Marshall , Kendall 22 Maryland 181, 181f Master Training Plan 70-72, Matchups 71f-72f 244-245 McCormack, Mark 48 M Dribbling 107 Mecca, Bill 40, 277 Media, Communications with 32 Medical Services and Support 51-52, 61-62 Meetings, post-training 35-36 movement pause drills, for pole and perimeter players 167 movement attack 135 -148, 137f-147f chemistry of motivation and 41-43 selecting good players and 40-41 non-verbal reinforcement 37-38 one-on-ones 36-37 meetings after Training 35-36 before the game 239-240 problem behavior and 39-41 summary of 43 verbal reinforcement 33-37 movement sequences 100-102 N Naismith, James 5 Newell, Pete 41 New York 150, 150f Nirschl, Robert 51 non-verbal reinforcement 37-38 Note Cards Actions and Notebooks 35 O Goals, in the Coaching Philosophy 9-14 Develop Offense, Coaching Clock and Situations on the Court 169-186, 171f-186f Quick Hit Offense 117-134, 119f-128f, 130f-133f Man-to-Man Offense Man 135-150, 137f-150f Move Attack 135 -148, 137f-147f standard plays 148-150, 148f-150f teach offensive positions and sets 91-96 teach offensive skills 97-115, 97f-100f, 102f-103f, 109f -116f zone 151-168, 152f- 168f offensive teamwork 168

Officers 25-26, 246-247 off-season communications 22 Offutt, Charles "Buck" 29-30, 247 1-on-1 122 dribble a ball 107 in front of a guard 94-95 one-on-ones 36-37 a pass, save 210-211, 210f opponent strengths, take away 245 orange 146-147, 146f Orndorff, Tommy 35 Overmatch 218-219, 219f P parent training like 19 communication with 26-29, 27f passing game 104-105 , 116 performance evaluation 274-275 perimeter cutting 110, 110f Perimeter Drilling Station 166-167, 166f-167f Perimeter Players 62, 64t-65t, 93, 136-141, 137f-141f, 146f, 167 Screening Perimeter 167, 167f-to-post Perimeter 218, 218f Permissions 37-38, 86 Employee Rating 274-275 Philosophy. Check out Pickpockets 267's player training philosophy. See also Motivation; specific player chemistry of 41-43 selection good communication 40-41 with 17-23 evaluation of 259-271, 261f-262f, 274-275 former 56-57 information card 260, 261f interaction between 20 letter of intent signed by 27, 27f as role models 55 goals from 9-11 roles from 42-43 senior feedback from 273 strengths from 93 playing time 55-56 pockets 107 point guard 91-92, 189-190 positional skills 189-190 post defense 217, 217f post-165 practice station -166, 165f-166f Post Game Rating 271 Post Game Procedures 252-255 Secondaries 62, 63t, 93, 141-143, 142f-143f, 146f, 167 Post Practice Reviews 35 -36 Post Season Rating 273 -275 Power 148-149, 148f , 164-165, 164f-165f Power Forward 92-93, 190 practical reviews 267-269

288 Index

Practice (continued) Master plan for 70-72, 71f-72f sessions after 35-36 planning 81-87, 82t foreplay 237-239 foreplay motivation 239-240 foreplay training 237-239 preseason ratings 263-264 pressure break vs. 119-122, 120f-122f defensive positioning 209-211, 210f man-to-man defense 191-192, 192f, 211 pride, team 55-57 primary break 122-125, 123f-125f priorities, in training philosophy 9-14 problem behavior 39 -41 program evaluation 273-278 footwork suitable for jump shots 167, 167f punishment 33-34, 38-40 130f-133f R reconnaissance 132-133, 133f recovery 134 recruitment 76-78, 83-84 release 155, 155f step back 198, 198f reverse dribble 101 reverse turn 103, 103f rewards 33, 37-38, 48 Rhodes, John 73 Rice, Grantland 13 Rickover, Hyman 14 right knee, left knee 107 Rockne, Knute 22 rotation, pressure defense 211 rub 183, 183f rub tight 183, 183f rules, team 53-55 Ryall , Johnny 70 S sandwich technique, active critical construction 17 Satterthwaite, Ronnie 56 Scholarships 76-78 school teachers 29-30 scouting 73, 74f, 235 -237 screens 111 -116, 112f-116f, 174, 175f, 211-212, 211f-212f, 219-221, 219f -220f season planning college scholarships 76- 78 Competition schedule 72-73 Fitness and strength training 62 -65, 63t-65t equipment 69-70 Medical services 61-62 Scouting 73, 74f

summarized 78-79 summer game 66-68 tactical plan 70-72, 71f-72f team manager and 68-69 travel 75-76 side break 125-127, 125f-127f senior feedback 273 separator 37-38, 86 clear cut 136-139, 136f-139f, 154, 154f Shield 158, 159f Pitching 108-109 Pitchers 92, 190 Shortstop 224, 224f Side Catch 107 Inbounds Throws 182-186, 182f-186f Singleton, Chris 22 Sit-ups 63 159-160, 160f Slide 201 -202 Small Forward 92, 190 Smart Play 11-12 Smith, Ahmad 67, 248 Smith, Dean 5, 275 Midfielder 107 Special 178, 178f Spider Dribbling 107 Spin Move 104 Stack 180-181, 180f Staff, Coaching 6, 47-50 Posture 197, 197f early beginnings 243-245 stationary movements 98-100, 99f rides 106 steps, such as -65t strong side unit 98-99, 99f student body, communication with 30-31 student support style 51, game 45-46 summer ratings 259-260 summer game 66-68 exercise summer s 62, 63t-65t support, suspension springs 50-52 39, 44 pivot step 200, 200f switch, change, ber Leadership 221 T Tactical Aircraft 70-72, 71f-72f Target Pass 105 Tarkenton, Fran 34 da Chemical Team 41- 43 Defense 205-232, 206f-221f, 224f-229f, 231f-232f Training Station 167-168, 167f-168f Manager 68- 69 goals 11-13 pride 55-57

Index 289

position 267 rules 53-55 TEAM acronym 261 teamwork 168, 228-230 technique 21 time, control 94 situation 3 vs. 2 123-124, 124f, 131-132, 131f-132f exercise 3 vs. 3 231, 231f 3 set 156 , 156f three baseline players against 3-2 or 1-2-2 zone defense 166 , 166f three straight lines 128-129, 128f three passes away, defend 211 three perimeter players against 2-top 3 or 2-1-2 zone 166 , 166f three -Player Front 122, 122f Three-Player Perimeter Series 139-141, 139f-141f Three-Player Plot 129-163, 163f Tight 4 158, 158f Tillson, Don 51 Timing and Goals 169-170 Timeouts 251-252 Ton, Structure 254 "T" play 177, 177f traditional positional techniques 91-93 movement 75-76 triangle 203 triple 183-184, 183f triple threat position 97-98 , 97f attempts 263-264 turn and catch 105 23 228, 229f 22 -Tough 205 -207, 206f, 223, 224f 2-2-1 Wizard 225-226, 226f Situation 2 on 1 122-123, 123f, 131-132 , 131f-132f Perfu Ration 2 in 2 230, 231f 2 in 2 one page 217 2 in 2 scope 216 post 2 in 2 216-217, 217f wing 2-on-2 217-218, 218f 2 sets 156-157, 156f two-ball dribble 107 -108 in front of two guards 95 two passes away, defend 211 two perimeter players against top of Zone 3-2 or 1-2-2 166, 166f

Two Player Front 120-121, 121f Two Player Post Series 141-143, 142f-143f Two Player Full Court Drills 129-134, 130f-133f Two Posts Back to 2-3 or 2-1-2 Zone 165 , 165f U UCLA 171, 172f Underdog, Favorite vs. 240-241 V van Breda Kolff, Bill 19 V-Cut 109-110, 109f, 113, 130, 130f verbal reinforcement 33-37 vs. Odd Front 157, 157f Win 171, 171f Videotape 269 W the Walk 107 Walking the Dog 108 Walsh, Basil p. 46 Warm Up 34-35, 106-107 Strength Training 62-65, 63t-65t Wheel 160-162, 160f-161f Whittenburg, Dereck 250, 277 Wide 179-180, 180f Wide Box 184, 184f Wilde, Oscar 241 Wilkinson, Bud 73 wins, with class 253 Wojciechowski, Steve 66 Wooden, John 5, 7, 20, 28, 65, 73, 84, 94, 118, 171, 229, 235, 275 Wootten , Brendan 276 Wootten, Joe 4, 6-7, 9, 23, 53, 75, 203, 276 Wootten, Morgan 4, 6-7, 9-10, 12, 18, 23, 35, 42, 53, 240 , 246, 265-266, 276-277 Wootten, Terri Lynn 51 Wootten Coaching Tree 276-277 Folds 162-16 3, 163f Zone Z Defense 179-182, 180f-182f, 193-194, 193f Fence Zone 151 -168, 152f-168f penetration zone and countertop 167, 167f pressure zone 119-120, 120f

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Cortesia de Bishop O'Connell High School / Tommy Orndorff

About the Authors Morgan Wootten posted a remarkable 1,274-192 (.869) in his 46-year career at DeMatha High School in Hyattsville, Maryland. Under Wootten, DeMatha won legendary national championships in 1962, 1965, 1968 and 1984. In 1984, USA Today named Wootten National Coach of the Year. His teams have recorded 44 consecutive seasons with at least 20 wins and won 33 Catholic League championships. Most impressively, DeMatha has finished season #1 in the Washington, DC area 20 times in the past 33 years. Wootten first put DeMatha on the national collegiate basketball chart in 1965 when his team snatched the 71-game winning streak from Lew Alcindor's club at Power Memorial Academy (New York). More than 160 of Wootten's former players played college basketball and a dozen played in the NBA. Wootten was inducted into the Naismith National Basketball Hall of Fame in 2000. In November 2002 he retired. Wootten is considered one of the greatest teachers in basketball history. Trainers around the world have read his books, watched his videos and DVDs, and have been entranced by his clinics for years to come. He and his wife, Kathy, live in Hyattsville, Maryland. Joe Wootten played and was his father's assistant coach and is now an accomplished high school coach himself. Upon his arrival at Bishop O'Connell High School (Arlington, Virginia) in 1999, he adjusted the program from 6 wins a year prior to his arrival to an average of 23 wins a season as head coach. He also serves as the school's athletic director. Joe has guided O'Connell to 5 Virginia State Independent titles, 3 Washington Catholic Athletic Conference (WCAC) regular season titles, 3 Alhambra Catholic Invitational titles and 1 WCAC tournament title. He was voted Arlington County Coach of the Year three times, WCAC Coach of the Year once, and Virginia State Independent Coach of the Year four times. Known for developing his assistant coaches, he had one collegiate head coach, four Division I assistant coaches, and six high school head coaches working under him before embarking on a career. Thirty-two of his O'Connell players have received college basketball scholarships. Joe lives in Vienna, Virginia with his wife Terri Lynn and their three children Alexa, Reese and Jackson.

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References