MANLY WARRINGAH BASKETBALL ASSOCIATION
COACHING HANDBOOK
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Our Guiding Principles ............................................................................................................... 3
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Our Vision................................................................................................................................... 3
3
Our Mission ................................................................................................................................ 3
4
Our Philosophy ........................................................................................................................... 3
5
Coaching Can Make a Difference ............................................................................................... 3
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Junior Player Development`........................................................................................................ 4
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Elite Player Development ....................................................................................................... 10
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Coaching Accreditation............................................................................................................11
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Recruitment of Coaches ...........................................................................................................11
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Coaching Mentor Program......................................................................................................11
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Roles and Responsibilities of The Coaching Co-ordinator and Elite Academy Program
Co-ordinator ........................................................................................................................................11
12
Communicating With Parents ..................................................................................................11
13
Player and Coach Record Systems...............................................................................................
14
U/10 Bee Ball Modified Game ................................................................................................13
15
Renumerating Coaches and Mentor Coaches...........................................................................14
16
Selection of Representative Teams ..........................................................................................14
17
MWBA Executive Board Members Code Of Conduct ............................................................15
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Coaches Code of Conduct........................................................................................................17
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Officials Code of Conduct .......................................................................................................18
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Parents Code of Conduct..........................................................................................................20
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Players Code of Conduct..........................................................................................................21
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Spectators Code of Conduct.....................................................................................................22
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Coaching Recruitment and Retention Program........................................................................23
APPENDICES:
1. Objective for Coaches
2. Skill Evaluation Form
3. Shooting Checklist
4. Defensive Checklist
5. Skills Checklist
6. Player Development Program
7. Player Development Program U/12
8. Player Development Program U/14
9. Player Development Program U/16
10. Player Development Program U/18
11. Fundamentals and Team Work
12. Footwork
13. Dribbling
14. Passing and catching
15. Shooting
16. Creating a Lead - From Wing Forward Position
17. Creating a Lead – From the Low Post
18. Perimeter Moves
19. Individual Defence
20. Blocking Out
21. Team Defence
22. Rebound Outlet
23. Building the Offence
24. Team Managers Job Description
25. Strength and Conditioning Guidelines
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60
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84
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Recommended Reading
Winning Coach; Barlow, G & Smith C; Forum Press; 1978
Step by Step Basketball Fundamentals for the player Coach; Scott W; Prentice Hall; 1989
Basketball for young players: Guidelines for Coaches; Dykson S; FIBA; European Association for
Coaches
Towards Better Coaching; Pyke F; Australian Coaching Council, Human Kinetics 2001
Basketball Skills and Drills; Jerry Krause; Don Meyer; Jerry Meyer; Human Kinetics 1999
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Manly Warringah Basketball Association (MWBA)
1.
Our Guiding Principles for creating Coaching Excellence
MWBA is working towards creating the right environment for its players and coaches by developing a
culture where MWBA can demonstrate a shared philosophy that encourages a consistent style of play and
has a demonstrated pathway for both coaches and players from biddy ball to senior level basketball.
Our coaching system will:
• Foster player progression whilst ensuring fun and enjoyment of the game for all
• Enable every coach to have the ability to teach and monitor the fundamentals of the game
• Create an individualised player system of continuous improvement.
• Develop a team of coaches who will coach within the agreed policy and procedures.
2.
Our Vision
Learn the skill, learn to play, and learn to win
3.
Our Mission
Create a coaching program that will encourage best practise and continuous improvement for all players
4.
Our Philosophy
Develop players as individuals and create winning teams
5.
Coaches Can Make a Difference
MWBA realises and accepts its responsibility and role in safeguarding and promoting the game of
Basketball. It is committed to achieving this through investing in its coaches. MWBA believes that coaches
are the single most important link to the player’s welfare and enjoyment of the game of basketball.
5.1
How Can Coaches Make A Difference?
MWBA coaches through a shared philosophy can contribute to higher standards of play by consistently
encouraging the following;
Being fair, considerate and honest with each player and respectful of everyone’s opinions;
Demonstrating fair play, self control, respect and dignity at all times;
Operating an individualised system of player development involving the player where possible in planning
and evaluation and recognising the capabilities of each player’s strengths, weaknesses and needs;
Adopting a holistic approach, encouraging each player to achieve a balance in sport and life and assisting
them to develop good knowledge, attitudes and practices in the pursuit of excellence;
Exercising a high standard of care;
Showing concern and caution towards sick and injured players and maintaining interest and support;
Operating transition procedures for all injured, de-selected or retiring players;
Implementing and maintaining appropriate player records;
Refraining from using your influence as a coach to encourage inappropriate intimacy with players, including
unnecessary physical contact;
Teaching the fundamentals of the Game
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6.
Junior Player Development
6.1
Under 7 years
Aim Fun and Ball Awareness
The coach at this level will need to have an understanding of the developmental needs of children. Further
reading can be obtained from the reading list at the end of this document. The major focus of coaching this
age group should be to keep the game fun. Most of the players will be playing for the first time and it is
essential that the foundation is set for skill development.
At 6-7 children’s sensory-perceptive abilities, motor and postural patterns and motor abilities need to be
trained and developed. The more gestures and movements introduced at this level the more a child’s motor
skills will improve. Drills and games should be presented in general form i.e. asking children “let us see who
can….? Always hold practise sessions in a relaxed environment and allow the children to make their own
guiding discoveries. Teach them to “feel” the drills and games. Always avoid analytical teaching of
basketball at this age group
Essential skills at this level are to: Running, jumping, throwing and catching
Emphasis on the development of basic skills such as:
Dribbling (both hands); Passing, Shooting (jump shot, lay-ups and rhythm); the concept of man to man
defence and the importance of being a good defender.
Ensure practise session consist almost exclusively of individual skill development and involve skills in
changing direction, tracking, stride stop and locomotion
Emphasise drills that will foster hand eye co-ordination
Once players have become competent in the above skills they should be encouraged to develop the following
skills: Spacing; Bounce Pass and Pivot before progressing to the next age level.
An example of a 60 minute Training Program
0-10mins
Footwork (Running)
• Head always in centre of body & eyes up
• Change of direction with side step – pushing off outside foot
• Stopping with jump stop, Stopping with Stride Stop
• Free running and stopping on whistle – stopping to pivot
10 – 20mins
Passing, Catching & Pivoting
• Two handed-chest pass, bounce pass, overhead Pass
• One Handed-push pass, baseball pass
• Snapping fingers at the target – stepping at the target to pass – stepping to receive.
20 – 35mins
Dribbling & Shooting (incorporating footwork, passing & pivoting)
• Control ball with wrist snap and spread hand
• Eyes always up – not looking at the ball
• Knees bent
• Keep ball below waist height
Shooting
• Jump stop – power lay up with vision on placement of the ball on the backboard
• Lay-up shot – jump off foot opposite to shooting
4
•
hand after rhythm of catch step shoot – 1,2,3 R,L Shoot– up towards the backboard(high jump) not
through under the basket (long jump)
35 – 45mins
Defense
Man to Man
• Each player must guard one man
• Players must always be closer to the ring than the player they are guarding.
• When marking the ball – don’t get to close – keep space – run sliding just isn’t quick enough at
times.
• Practice this in corridors.
• When off the ball Players must always be able to see both their man and the ball Point their toes at
the player they are marking point – Called “pointing pistols” – keeping vision.
• Always knees bent practice this in two on two and jump to the ball on each pass.
45 – 60mins
Play
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One on one
Two on two
Three on three
Four on four
Five on five
6.2
8-10 years
Potter League 1
Aim; Movement and balance
Understanding the movements the players can perform in space and time; the space available to play; what
players must do when playing an offence and a defence and the rules of the game and team work are key
training requirements of this age group.
The coach at this level should introduce simple team offence, not one that is to confusing to players.
It is however a perfect time to introduce the basic principles of offensive play and provide some more
challenges defensively.
Coaching moves from general form at this level to more analytical form where drills are used to improve and
correct the individual skills. For example; “You cannot walk or run whilst holding the ball so in order to
move forward on the court you must dribble the ball” “To win the game you must score more baskets than
your opponents therefore you must learn to shoot in the opponent’s basket” “You cannot always play alone
against everyone by having team mates you need to pass the ball” “The apposing team must not score more
baskets than your team; therefore you have to defend your own basket”
Introduce more advanced dribble drills (behind the back, reverse and on-side dribble, Control, retreat, speed,
crossover, changing direction) Passing (bounce, over head)
Continuing to emphasise the weaker hand when dribbling, passing and shooting (lay-ups both hands, free
throws) Team Skills( pass and cut, spacing and timing, defensive fundamentals and techniques such as
offensive fundamentals of creating a passing lane between the ball and themselves, man to man defence
including defensive triangles through 2 on 2 drills)
An example of a 60 Minute Training Program
0-10 mins
Footwork (Same as 7 years depending on experience)
5
10-20 mins
Passing, Catching & Pivoting (Same as 7 years depending on experience)
20– 35 mins
Dribbling & Shooting (incorporating footwork, passing & pivoting)
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Encourage the player to use the weaker hand as much as possible when dribbling, passing and
shooting lay-ups.
Dribbling
Control dribble, retreat, speed dribble, changing direction – strong side, crossover, behind the back,
reverse dribble, through legs.
Shooting Jump Shot
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Hold ball with fingers comfortably spread, Thumb back Non shooting hand on side of ball – (Guide
hand)
Push ball in one smooth action – Pushing hand is shooting hand. Use legs to help push ball upwards
BEEF (Balanced position, Eyes on target, Elbow under the ball, Follow through.
Rhythm of knees elbows then wrist
35 – 45 mins
Defence Man to Man
• Always be able to see both the opposition player and the ball
• Help defence encourage the players to sag off opposition towards middle of court as ball gets further
away.
45 – 60 mins
Play
• One on one
• Two on two
• Three on three
• Four on four
• Five on five
In games of two on two and more – emphasis spacing, timing, running lanes – have runners and receivers
and a passer. Have players lead for a pass, have players pass to the spaces where players are leading. On
defence have players off the ball point their toes at their man but always keep vision of the ball, play with
space when marking the ball, sag off your player if they are a long way from the ball, play below the line of
the ball.
If players don’t square up to the basket when they catch the ball then make it a turn over and give it to the
other team.
Once they have passed the ball – run to the basket (pass and cut) if you don’t get it find a space – give the
ball space.
6.3
10-12 Years
Dolphin League and Potter League 2
Aim: Continue the development of motor abilities
A balance of general correction (team) and analytical correction is essential at this level to improve
individual skills. Specialist roles should not be established the game must still be played in a free form.
Offence and defence should still be simple.
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More difficult gestures and movements can be introduced as the motor experience will have significantly
increased and will be stored in the player’s minds.
Games should be used to consolidate what has been learnt in training. Establish a proportion of games where
the main objective is to win otherwise the emphasis will be on winning rather then the development of the
player
An example of a 60 minute training Program
(More time should be spent on specifics with more full court drills)
0 -10mins
Footwork
10-20mins
Passing, Catching & Pivoting
20–35
Dribbling & Shooting (incorporating footwork, passing & pivoting)
• Make sure the shooting style is correct
•
Jump Shot
• Hold ball with fingers comfortably spread, thumb back – PUSH HAND
• Non shooting hand on side of ball GUIDE HAND
• Push ball in one smooth action
• Use legs to help push ball upwards
Pairs shooting
Catch and shoot off pass
• Jab and Drive
• Jab rip and cross
• Jab and shoot
• Jab rip, rip and drive
• Reverse pivot
• Foul shooting
35 – 45mins
Defence
• Man to Man
45– 60mins
Play
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One on one
Two on two
Three on three
Four on four
Five on five
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Emphasis player movement always
2.5 meters spacing, ball movement, pass and cut, back cuts if over played.
Defence
Encourage players to find opposition on turnovers and not just run at the ball.
6.4
U/14
Aim: Learning to Win
Coaches should think about what they require of players during the game. Encourage the valuable
experience of each game to all players so that it’s a rewarding experience each game. Irrespective of whether
they win or lose. Emphasise how they controlled different situations in the game.
The goals set by the coach at this age group should be realistic and achievable!
Players should now be ready to learn more advanced offensive and defensive skills. Don’t get involved in
teaching a complicated offensive keep in simple. Emphasis should be on reading the defence and taking
advantage of what the defence if offering. For example;
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Offensively- On ball and off ball screens
Cutting and screening
Dribble movement in ½ court offence
Offensive work should include; work and recover, defending screens, forward leads and weak side to strong
side cuts.
An example of a 60 minutes training program
14 years
0 – 10mins
• Footwork
10- 20mins
• Passing, Catching & Pivoting
20– 35mins
Dribbling & Shooting (incorporating footwork, passing & pivoting)
• Make sure the shooting style is correct.
35 – 45mins
Defence/Offence
Man to Man Defence
• Teach how to create good leads cutting into spaces.
• Teach how to set effective screen and roll plays on the ball while having others players maintain
spacing.
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45 – 60mins
Play
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One on one
Two on two
Three on three
Four on four
Five on five
Emphasis player movement always, on and off the ball spacing, ball movement
Defensive transition.
6.5 U/16
Aim: Learning to compete
The results of the competition may be important but do not lose sight of the educational perspective
Select games that will be used to consolidate formative work carried out during training. Select a percentage
of games where the main objective is to win. Preparation of these games will be different.
This age group is ready for refinement.
• Passing, game skills and team defence and correct execution are vital.
• Post offence should be covered with all players learning to play with their back to the basket.
• Emphasis the guard skills with all players irrespective of height.
• A solid understanding of man to man offence
• Rotation play and ½ court and full court press
• Zone defence and zone offence should be introduced
6.6 U/18
Aim: learning to win
If the players have been through the whole system they should have a solid understanding of the foundations
of basketball and should be ready to accept greater challenges. However if new players are introduced with
minimal foundation work the coach maybe required to go back to fundamental skill developmental as
outlined above.
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Development of the passing game offences is essential but continuity offences can be used
Screen, cut, spacing
Extended zone and man to man defences
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7.
Elite Player Development
MWBA Representative Teams, Senior, ABA, Divisional teams and youth league
Aim: learning to win
7.1 Preparation Program
At this level all coaches should be considering the tactical, technical and physical and mental requirements
of the game. Planning should be divided into pre season competition and post season phases. Coaches
should be encouraging all players to take on more responsibility for their own development by monitoring
the agreed individual program which was provided to them during the pre season.
A coach log book will be made available to all coaches and can be used to assist with monitoring player
development.
All representative coaches will be allocated a mentor coach whose involvement will be determined in
consultation with the respective coach
Pre season Stage 1
First coaches must identify and assess each player’s technical, tactical, psychological and fitness capabilities
needed to play the game of basketball at the level required. Once this has been done an individualised
training program can be prescribed to each player that will enable both the individual and the team
objectives to be met. Each coach will be provided with a skills check list which can be used to assess the
players.
Fitness training should begin slowly and progress gradually over the pre season period. The volume and
intensity should be elevated weekly, but should not be increased more than 10 percent. Each player should
be given a log book so that they can learn to monitor their progress, injuries and other issues which may
affect their training performance. Always ensure that each athlete has adequate recovery between sessions
and try to include cross training sessions. Remember that basketball involves speed, power, strength and
endurance and this can be further developed by involving players in non basketball related activities.
Pres season training should be about improving fitness, practising and developing individual skills and
developing team patterns
7.2 During the season
During the season the player program should be based upon skill and strategy while continuing to
maintaining fitness which was developed during the pre season period. Weekly and game goals should be
established for both the player and the team as a whole. Injury management of players is crucial and the
athlete log book will help to monitor this. The training sessions should be structured around achieving game
objectives and reviewing individualised development. The training session should provide ample time for
both team and individualised skill acquisition.
7.3 Off Season
Coaches should encourage players to remaining as active as possible without necessarily staying involved in
basketball. Off season can include weight training, skill development programs.
7.4 Coaching Generic Skills
There are a number of generic skills required for coaches at all levels. Guidelines will be produced and
circulated for the following: Communicating with parents, selection policies and procedures, team principles
managing a player log books
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8.
Coaching Accreditation
All coaches will be encouraged to gain accreditation and will be supported through this process
A minimum of level O for U/12 years
A minimum of level 1 for U/14’s and over
9.
Recruitment of Coaches
See flow chart page 22
10.
Coach Mentoring Program
An important component of continuous learning will be the introduction of coaching mentors. These
mentors will assist coaches with their ongoing learning and provide both formal and informal support. A
mentor’s guide will be developed and where necessary training provided to assist the mentor with their role.
All mentors will need to demonstrate that they are excellent communicators, roles models and can commit
for an agreed period. An agreement will be developed between the mentor and their respective coaches.
The preferred skills will include; minimum of level 1 and a minimum of 2 years coaching experience in the
local competition
11.
Roles and responsibilities of the Coaching Co-ordinator and Elite Academy Program
Co-ordinator
Coaching Co-ordinator
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Coordinate the Coaching Program for Junior Representative, Local and Development teams
Liaise with BNSW on other coaching matters including keeping up with new directions and
publications on coaching
Recruit, develop and mentor coaches for the Junior Representative, Local and Development
teams
Assure through office staff that all coaching staff comply with Child Protection Regulations.
Assure the MWBA Coaching Handbook is followed by all Junior Rep and Local coaches.
Direct office staff in the assignment and payment of Coaches to Local and Development teams
Hold Levels I, II, and III coaching courses and encourage the further development of higher
level coaches.
Keep accurate records of coaches and accreditation of all coaches’ experience and accreditation
Develop parental participation in team duties and arrange courses in scorekeeping and statistics.
Encourage coaches to liaise with Development and Training Officers in determining needs and
limitations of individual team members.
Serve as a member of the Coaching Panel and as a Selector for representative players.
Perform any tasks necessary to maintain the highest level of coaching MWBA.
Attends school and other basketball games in the local region for the purpose of scouting
prospective players and encourages coaching staff to do the same.
Elite Academy Program Co-ordinator
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Selected talented Basketball Players at MWBA and other associations with approval of the
other associations.
Plan and budget for sessions required subject to the approval of the MWBA Board of Directors
(Financial Director).
Liaise with other coaches and trainers with a view to keeping up with new directions and
publications on coaching
Recruit and supervise training assistants as required
Assure through office staff that all training staff comply with Child Protection Regulations.
11
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Assure the MWBA Coaching Handbook is followed by all trainers.
Assure preference in training assignments is given to members of MWBA ABA and Youth
League players and report any deviation from this requirement to ABA/YL Coordinator
Direct office staff in the assignment and payment of trainers.
Plan and hold or (direct to be held), specialised individual training sessions.
Keep accurate records of individual players and their improvement
Liaise with MWBA Junior Representative Team Coaches and players’ parents in determining
needs and limitations and reporting progress of individual players.
Serve as a member of the Coaching Panel and as a Selector for junior representative players.
Perform any tasks necessary to maintain the highest level of training of MWBA players.
12.
Communicating with Parents
Parents have a vital role to play and the coach must ensure that the communication triangle between the
child, parent and coach functions properly by establishing effective communication
12.1 Creating the right environment
Conducting a parents meeting for your team parents before the start of the season is essential. The meeting
program should include the following:
Introduction
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•
•
•
thank parents for attending
Introduce yourself and any assistant coaches and mangers
Outline your coaching experience
Outline the agenda for the meeting
12.2 How important is winning?
• Briefing outline your coaching philosophy
• Outline some of the reasons why children participate in sport
• Ask the parents why they want their child to play sport
• Explain what it is your what to accomplish through out the season
• Talk about you feelings on player rotation in games
12.3 The Program
• Outline the housekeeping matters such as training times, venues, cancellation of training, equipment,
uniforms, registration, medical history, injuries reports
• Seek assistance with many of the volunteer roles such as scorers and bench assistance etc
• Let parents know that you encourage their assistance at training by being involve in remedial group
activities
12.4 Training Rules
• Outline the coaches expectation of training
12.5 Parents Roles and responsibilities
• Encourage parents to attend as many games and practice sessions as possible
• Discuss appropriate parent behaviour at games and training and circulate the code of conduct
12.6 Question Time
• Allow time for questions
• Lend and resources which may be appropriate
• Hold a demonstration session if required
12
12.6 Dealing with Parents
Establish a routine when parents can approach you.
Be aware of the various types of parents
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•
The absent parent (either due to lack of time or interest)
The over critical parent (always scolding and berating the child)
The screaming parent ( loud/abusive)
The side line coach ( fond of making suggestions to players usually contradicting coaches
comments)
The focused parent ( feels his/her child is a star in the making)
The very protective parent (reluctant to let the coach have control over their child)
The supportive parent ( co-operates with the coach and assists the club)
If the coach is having problems with any parents it is best to deal with the issue as soon as possible. Talk
calmly to the parent and help them to understand how the behaviour is impacting on the child and the team
and provide them with some alternative patterns of behaviour.
12.7 Team Newsletter
Although the coach may think this is the last thing on their list of priorities it can be a great additional
communication resource for parents. It could include match report; information on the next training session;
a thank you to parents: introducing some basic rules and reinforces relevant areas.
13.
Player and Coach record systems
A training diary is one of the most valuable tools to assist the coach to develop players. Success comes with
effort and a systematic approach to training and preparation. Appendix 3 provides examples of recording
methods that can be used to profile players, set goals for training and competition, record and monitor
progress, performance management, and annual training plans
14.
U/10 Years Bee- ball modified Game
MWBA has developed a modified game to assist young players to learn the basics of the game by ensuring
that they get more opportunities to involve themselves in the game.
The rules are simple
• At the end of each quarter a 2 min will be given where all players can score from within their
shooting range. No defence each team shoots from opposite ends.
• No contact at all throughout the game
• A minimum of four passes before the ball is shot
• Cannot touch the ball until a player has held it for more than 10 secs
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15.
Remunerating Coaches and Mentor Coaches
15.1 Mentor Coaches
An honorarium of up to $300 will be paid to all mentor coaches to assist with travel. Photocopying will be
provided by the office and other administration assistance as required. As well mentor coaches will be
provided with and ABA 100 pass and acknowledged in the MWBA annual report and other publications and
media related articles
15.2 Trainee Coaches
An honorarium of up to $100 will be paid to all trainee coaches to assist with travel. As well access to a
number of training sessions including subsidising any accreditation courses which have been approved by
the mentor coach.
15.3 Representative Coaches
An honorarium of up to $500 will be paid to all Head representative coaches to assist with travel. As well
access to a number of ITC specialist sessions. Assistant Coaches will receive an honorarium of up to $100.
16.
Selection of Representative Teams
The number of teams per age group will be determined by the Coaching working group. Where two or more
teams are selected in each age group the policy will be to ensure that the majority of players in the second
team are bottom aged players. Any player who does not make the rep team and has trialled can participate in
Academy development programs at reduces prices and can form part of the representative program within
the local competition.
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17.
Codes of Conduct
Manly Warringah Basketball Association is proud if its tradition and reputation throughout NSW Basketball.
The following Codes of Conduct has been developed to ensure that we all can enjoy the game of basketball
in a safe, fun and competitive environment. We need you to help us achieve this by adhering to the Code of
Conduct
EXECUTIVE COMMITTEE AND ADMINSITRATORS CODE OF CONDUCT
1. Involve others in planning, leadership, evaluation and decision making related to basketball!
You have been appointed or elected to lead the administration of basketball. However, many other people
have good ideas which can benefit the sport. Listen to their ides. If change or review is contemplated,
consult as widely as is practical. The more people who contribute, the better the decision making process!
2. Give all people equal opportunities to participate.
While the ability and time available to contribute varies from person to person, always make sure that
everyone involved in the sport is made to feel welcome to participate. Basketball could not function without
the very large number of volunteers involved. If all people are encouraged to participate; it makes the job
easier for everyone else. Involve them in planning and decision making!
3. Create pathways for people to participate and develop through the sport not just as players but as coaches,
referees and administrators.
Structure your organisation so that people have an opportunity to participate in basketball in as wide a
variety of roles as possible. Make them feel that they can progress through the organisation for as far as their
abilities allow. Don’t make judgements of people and exclude them from particular roles. If they aspire to
move to a higher level of officiating or administration, give them the opportunity and support that their
enthusiasm demands.
4. Ensure that rules, equipment, length of games and training schedules are modified to suit the age, ability
and maturity level of players.
Not every player of basketball can play at an elite level. Young people or people with special needs.
Recognise the needs of players at various levels and provide facilities and an environment which will allow
them to participate. Encourage participants to develop realistic expectations of their abilities.
5. Provide quality supervision, instruction and a safe environment for all players.
Many people playing basketball require some measure of protection. Children are vulnerable to influence by
adults who may not be the perfect role models. They can also be the subject of abuse in various forms by
adults and by their peers. Structure the game to take into account the special needs and vulnerability of
participants! Involve parents and other responsible adults in the supervision of the sport and provide
adequate training and facilities to allow them to enjoy their basketball and to benefit physically and mentally
from it!
6. Remember that basketball is for fun.
Remember that basketball players play for fun and enjoyment and that winning is only part of their
Motivation! Always make sure that participants are made to feel welcome whenever they attend
training or matches.
Never ridicule players for making mistakes or losing a competition. See errors or losses as an
Opportunity to learn in a constructive way! Comment in a way that is positive and designed to
Create interest, involvement and development.
15
7. Help coaches and officials highlight appropriate behaviour and skill development, and to improve the
standards of coaching and officiating.
Everyone involved in basketball is entitled to expect high standards from your officials and coaches. You
should therefore ensure that you have a training program in place for them that promote a culture of
appropriate behaviour so that they can act as good role models with the participants with whom they come
into contact.
8. Assist all participants in basketball to know and understand the rules
As administrators, you have a role in the education of other participants. Maintain your own
Knowledge of the rules of basketball and have in place education programs so that all other
Participants know and understand the rules and that they keep that knowledge current. Where
Change comes to your attention; make sure that all participants who will be affected are kept fully informed!
9. Give a copy of the codes of conduct to spectators, officials, parents, coaches, teachers, players and the
media and encourage them to follow it.
In your role as an educator, you have a responsibility to ensure that as many participants as
Possible are aware of what is expected of them. The codes of conduct are one important way that you can
fulfil that responsibility.
10. You set an example. Your behaviour and comments should be positive and supportive.
Assist participants to accept responsibility for their own actions rather than mere obedience to the rules. You
will not gain the respect of participants unless you show them respect. Just as you require accountability for
the actions of others, so you must be accountable for your own actions. Never make a decision based on
your own interests. If your interests conflict with those of basketball you must leave the decision to others.
11. Make it clear that abusing people in any way is unacceptable and will result in disciplinary
action! If you are making a report for abuse or any other reportable offence, you must act with fairness
towards all those involved.
12. Respect the rights, dignity and worth of every person.
Regardless of their gender, ability, cultural background, religion or other factor irrelevant to the game, all
persons connected with basketball are entitled to equal treatment and respect. Avoid any remarks that could
be construed as offensive or discriminatory. Sometimes even a joke may give offence. Even if a person
refers to themselves with a particular label, it should not be taken as an invitation for you to do so. Using
discretion is imperative and it is better to err on the side of caution.
13. Always respect the use of facilities and equipment provided.
Facilities and equipment cost money and will only function properly if kept in good order. So look after the
equipment by not abusing anything provided for use. Discourage players from engaging in hanging off
hoops or nets. Quite properly, these practices are banned in most venues. Not only can equipment be
damaged but also serious injury can occur.
Adopted by MANLY WARRINGAH BASKETBALL ASSOCIATION 30 JANUARY 2004
16
18.
COACHES’ CODE OF CONDUCT
1. Remember that basketball is for enjoyment.
2. be reasonable in your demands
3. Teach understanding and respect for the rules.
4. Give all players a reasonable amount of court time.
5. Develop team respect for the ability of opponents including their coaches.
6. Instil in your players respect for officials and an acceptance of their judgement.
7. Guide your players in their interaction with the media, parents and spectators.
8. Group players according to age, height, skills and physical maturity, whenever possible.
9. Ensure that equipment and facilities meet safety standards and are appropriate to the age and ability of the
players.
10. Be prepared to lose sometimes.
11. Act responsibly when players are ill or injured.
12. As well as imparting knowledge and skills, promote desirable personal and social behaviours.
13. Keep your knowledge current.
14. Ensure that any physical contact with a player is appropriate.
15. Avoid personal relationships with players.
16. Respect the rights, dignity and worth of every person.
17. Always respect the use of facilities and equipment provided.
17
19.
OFFICIALS’ CODE OF CONDUCT
1. Interpret rules and regulations fairly and to match the skill level and the needs of the participants.
2. Compliment both teams on their efforts.
3. Be consistent, objective and courteous in calling all infractions.
4. Promote fair play and appropriate sporting behaviour.
5. Publicly encourage rule changes.
6. Ensure that both on and off the court your behaviour is consistent with the principles of good
sportsmanship.
7. Keep your knowledge current.
8. Help the education process in the game.
9. Always present yourself in a way which encourages others to respect you and your role.
10. Always respect the use of facilities and equipment provided.
18
20.
PARENTS’ CODE OF CONDUCT
1. Encourage your children to participate for their own interest and enjoyment, not
yours!
2. Encourage children to always play by the rules.
3. Teach children that an honest effort is always as important as a victory.
4. Focus on developing skills and playing the game. Reduce the emphasis on winning.
5. A child learns best by example. Applaud good play by all teams.
6. Do not criticise your or others’ children in front of others.
7. Accept decisions of all referees as being fair and called to the best of their ability.
8. Set a good example by your own conduct, behaviour and appearance.
9. Support all efforts to remove verbal and physical abuse from sporting activities.
10. Respect the rights, dignity and worth of every person.
11. Show appreciation for volunteer coaches, officials and administrators.
12. Keep children in your care under control.
13. Always respect the use of facilities and equipment provided.
19
21.
PLAYERS’ CODE OF CONDUCT
1. Understand and play by the rules.
2. Respect referees and other officials.
3. Control your temper.
4. Work equally hard for yourself and for your team.
5. Be a good sport.
6. Treat all players as you would like to be treated.
7. Play for the “enjoyment of it” and not just to please parents and coaches.
8. Respect the rights, dignity and worth of every person.
9. Be prepared to lose sometimes.
10. Listen to the advice of your coach and try to apply it at practice and in games.
11. Always respect the use of facilities and equipment provided.
20
22.
SPECTATORS CODE OF CONDUCT
1. Remember that most people play sport for enjoyment.
2. Accept decisions of all referees as being fair and called to the best of their ability.
3. Always be positive in your support for players.
4. Condemn the use of violence in any form.
5. Respect your team’s opponents, officials and spectators.
6. Encourage players to obey the rules and to accept decisions of officials.
7. Demonstrate appropriate social behaviour by not using foul language or harassing players, coaches or
officials.
8. Respect the rights, dignity and worth of every person.
9. Keep children in your care under control.
10. Always respect the use of facilities and equipment provided.
21
MWBA Coaching Recruitment
and Retention Program
Recruitment
Establish Coaching
Working Group
Retention
Identify Year 1 coaches to
complete level 0 and level 1
Appoint Coaching Co-ordinator
Development assessment,
case management and
reporting model for each
coach
Develop
a
coaching
professional development
program
and
library
resource
Recruit coaches commence
coaching in local competition
and begin skill development
program
Develop mentor program
Identify mentor coaches and
align with coaches
Working Group Monitor
retention program and align
coaches with junior rep teams
Establish performance
indicators for the year with
each mentor coach
Mentor coaches identified
from year 4 coaches
Establish a MWBA
coaching association
Year 2 coaches participate
in at least two coaching
workshops align with
mentor coach
Year 3 coaches ITC training
workshops and MWBA
coaching Program
Year
4
Coaches
opportunity to complete
level 2 accreditation rep
age group head coaches
Review program annually
22
APPENDIX 1
OBJECTIVES FOR COACHES
The Teach the Players at Manly how to play Basketball
To make sure that all players are fundamentally sound
To improve the skills of the players
To continue to seek Knowledge
1)
2)
3)
4)
DUTIES
•
•
•
•
•
•
•
•
•
Assist in the selection of the team at trials
Schedule practice
Organise practice sessions
Teach and coach within Manly Philosophy
Full Court Man to man defence to be taught as our main defence
The principles of “Motion Offence” to be taught through a 5 out game pass &
Cut U/12 & U/14. Four (4) out set in U/16 & U/18
Keep a record of practice sessions
Weekly Drill Cards / Home program.
23
APPENDIX 2
Skill Evaluation Form
In completing this evaluation you are asked to compare the player (yourself if used for a self
evaluation by the player) with other players in the same age group. You should be prepared to use
the full range as appropriate and you should try to be as objective and honest as possible. A well
completed evaluation form can be very helpful in setting sensible development goals.
Rating Scale: 1 – 5 (1= low, 2 = fair, 3 = average, 4= good and 5 = high)
Please tick the standard assessed skill
1
2
3
4
5
FOOTWORK
Running
Jumping
Stopping, jump stop
Stopping, Stride stop
Change of direction
Change of pace
Pivoting forward
Pivoting reverse
Defensive Slide
Slide Run Slide
FUNDAMENTALS
Passing, chest pass
Passing, bounce pass
Passing, hook pass
Passing, baseball pass
Passing, to the cutter
Passing, to the post
Passing, off the dribble
Passing, left hand
Passing, right hand
Receiving, on post
Receiving on cut
Dribbling, right hand
Dribbling, left hand
Dribbling, cross over
Dribbling, through the legs
Dribbling, pivot
Dribbling, behind back
Dribbling, speed
Rebounding
Blocking out
24
SKILL
1
EVALUATION
2
3 4
5
SHOOTING
Coaches to set a percentage to equate with each of the
ratings.
Set shot (-5 metres)
Stationary jump shot (4-5 metres)
Jump shot off the dribble right (4-5 metres)
Jump shot off the dribble left (4-5 metres)
Strong hand lay-up
Weak hand lay-up
Strong hand hook shot
Weak hand hook shot
Long range (3 point)
Free throw shooting
OFFENCE – ONE ON ONE
Jab and drive
Crossover and drive
Fake shoot / pass and drive
Jab step shoot
Fake, pivot and drive
TEAM OFFENCE
Flash cut
Back door
Pass and cut
Pick and roll
Screen and roll
Screen away
Discipline and control
TEAM DEFENCE
Determination
Vision
Position
Communication
Help and recover
____________________ COACH ___________________ PLAYER _____ DATE
25
Shooting Checklist
APPENDIX 3
PLAYER’S NAME
____________________________ DATE ________________
Observe the player shoot a number of jump shots off the dribble and record the features of the
technique by placing a tick in the appropriate spaces. This same check list may be used for
analysing the free throw shot by ignoring items 4 and 13.
Holding the Ball to Shoot
Hold the ball with fingers, not palm
Fingers comfortably spread
Non shooting hand on side of ball
Keep ball on shooting hands side of body
Shooting
-
Push ball in one smooth action from chest
Right foot and right shoulder forward aiming towards target (left if lefty)
Snap wrist on release of ball and follow through
Use legs to help push ball upwards
Release ball before peak of jump
1.
Feet
Correct…..Too Wide….. Too Close….. Turned Left….Turned Right…
2.
Legs
Correct…..Too Straight…..Too Bent…..
3.
Shoulders Correct…..Turned Left…..Turned Right…..
4.
Take off Correct…..Left…..Right…..Backwards…..
5.
Grip Correct…..Faulty Left Hand…..Faulty Right Hand…..
6.
Elbow Correct…..Out Too Far…..In Too Far…..
7.
Wrist
8.
Ball Position Correct…..Too High…..Too Low….. Out….. In…..
9.
Shot Alignment Correct…..Too Central….. Too Wide…..
10.
Release Correct….. Arms Turn In….. Too Stiff…..
11.
Follow Through Correct….. Wrist Snap Back….. Arms Snap Back…..
and Head Position…..
12.
Arc of Ball
Correct…..More Cocked…..Less Cocked…..
Correct….. Too Flat….. Too High…..
26
13.
Landing Correct….. Off Balance….. Drift Left….. Drift Right…..
Drift Forwards….. Drift Backwards…..
15.
Head Position Correct….. Leaning To: Left…. Right….
Backwards….Forward…..
27
APPENDIX 4
PLAYER’S NAME
Defence Checklist
____________________________ DATE ________________
Observe the player in a game situation and record the evaluation by ticking the appropriate spaces.
1.
Initial Defensive Position: Correct….. Too Close….. Too Distant…..
2.
Posture: Correct….. Too Far Forward….. Too Far Back…..
3.
Head Position: Correct….. Too Far Forward….. Too Far Back…..
4.
Hand Position: Correct….. Reaching….. Withdrawn….. Down…..
5.
Feet: Correct….. Too Wide….. Too Close…..
6.
Initial Foot Movement: Correct….. Too Slow…..Wrong Direction…..
7.
Denial of Lead: Correct….. Overplays Too Much…. Not Enough Pressure….
8.
Denial of Backdoor Cut: Correct….. Head Position….. Arm Position…..
9.
Denial of Flash Cut: Correct….. Overplay…..Not Enough Pressure…..
10.
Denial of Post: Correct….. Overplay….. Too Little Pressure…..
11.
Containment of Player off the Ball: Good…..Adequate….. Poor…..
12.
Blocking Out: Good….. Adequate….. Poor…..
13.
Jumping to the Ball: Good….. Adequate….. Poor…..
14:
Intensity: Good….. Too Little….. Too Much…..
COMMENTS:
28
APPENDIX 5
Skills Checklist
Listed below are the skills, which it is suggest you teach at each age group. This does not mean
that they will be the only skills taught. The program suggests minimum goals only. Depending
upon the maturity of the team, physical development etc. a coach may seek to exceed the
expectations of the program.
THE SKILLS
U/12
U/14
U/16
U/18
Body Movement Fundamentals
Triple Threat position
Running (controlled)
Changing Direction
Changing Pace
29
Jump Stop
Stride Stop (general)
Stride Stop leading to a shot
Sliding
Drop Step
Pivoting (Forward & reverse)
Ball Handling
Stationary
Body Wraps
Figure 8 passing between legs
Tipping
Cupping
Figure 8 dribble between legs
Step Through
Blur
Blur (with bounce)
Straddle
Straddle (with bounce)
Spider dribble
One hand leg wraps
Between Legs (30 secs)
Crossover
Behind Back
2 Ball Drills
Jordan Dribble
30
Moving
Control dribble (stationary)
Control Dribble (moving)
Speed Dribble (both hands)
Change of pace Dribble (stutter & hesitation)
Crossover Dribble
31
THE SKILLS
Between Legs Dribble
Behind the back Dribble
Dribble Retreat and Protect Ball
Reverse Spin Dribble
Head and Shoulder Fake / Wave on Side Dribble
Combination Drills
2 Ball Dribbling (in unison)
2 Ball Dribbling (alternate)
Combination 2 Ball Dribbling
U/12 U/14 U/16 U/18
Passing (Stationary & Moving)
Grip (ten fingers)
Chest Pass
Bounce Pass
One hand push pass – strong hand
One Hand Push Pass – weak hand
Curl pass – strong hand
Curl Pass – weak hand
Baseball Pass
Fake to Make
Passing under Pressure
Passing off the Dribble
Passing off Rebound
2 Ball Passing – Combinations
Receiving Skills (move to the ball)
Hand Targets
Catch into Triple Threat
Catch Fakes
Shooting
Normal lay-up – strong hand
Normal lay-up – weak hand
Power lay-up – strong hand
Power lay-up – weak hand
Reverse lay-up – strong hand
Reverse lay-up – weak hand
Set Shot Correct Technique
Jump Shot Correct Technique
Shooting off the Dribble
Catch and Shoot off Lead
Catch and Shoot off Screen
Transition Shooting
Shot Fake (ball up / body down)
Free Throw Technique
Triple Threat
32
THE SKILLS
U/12 U/14 U/16 U/18
Offensive
(i) Creating a Lead
V –Cut
L – Cut
Flare – out
Flash Cuts
Back Door Cut
Curl Cut
Posting up technique & Target hand
Creating a Post Seal
Protective Stance
Protecting the Ball
(ii) One on One Moves
Jab & Drive
Jab & Shoot
Jab, Rip & Crossover
Jab, Rip, Rip & Drive
Crossover
Step Back
Step Through
(iii) Post Moves
Drop Step Base / Power Lay-up
Drop Step Middle / Power Lay-up
Drop Step Base / Counter
Drop Step Middle / Counter
Square up and Shoot (high & low)
Square up Fake & Drive (high & low)
Baby Hook Shot – strong hand
Baby Hook Shot – weak hand
(iv) Team Offence
2 on 2
Pass & Cut
Pass / Cut & Post Up
Pass / Cut & Shallow Cut
Pass / Cut & Clear Out
Pass / Cut & Pop to Short Corner
Dribble Entry / Post up
Dribble Entry / Shallow Cut
Dribble Entry / Clear out
Dribble Entry / Short Corner
Back Door Cut
On Ball Screen
Screen and Roll
33
THE SKILLS
U/12 U/14 U/16 U/18
3 on 3
Pass / Cut & Fill
Pass / Screen Away
Pass / On Ball Screen & Fill
Dribble Entry & Fill
UCLA / Shuffle Cut
Reading Screens (straight curl & back cuts)
Pass with Shallow Cut & Flash cut
4 on 4 / 5 on 5
Spacing and Balance
Ball Reversal
Receivers Principles
Back Screens
Transition
Defence to Offence
Running Lanes
Secondary Break
(v) Zone Offence
Recognising gaps and seams
Overload
Skip passes
Flash into gaps
Penetrate and Pitch
Ball Reversal
V 1 & 2 Guard fronts
X
X
Defensive
Stance
Drop Step
Close out
Denying Lead
Stealing the ball / hands in but UP only
Defensive Triangle (pointing pistols)
Open Stance
Hedge & Recover
Taking the Charge
Shell Drill
Defending off ball screens
Defending on ball screens
Defending the Post
Defending the Cutters
Boxing Out
Post Defence
Zone Defences
34
THE SKILLS
U/12 U/14 U/16 U/18
Pressure Defence
Half Court Traps
Full Court Traps
Run & Jump (rotation principles)
Press Breakers – full court trap
Press Breakers – half court trap
Channelling the Dribbler
Turning the Dribbler
Pressure on ball / belly-up / dead ball
Rebounding
Defensive
Blocking out – footwork & technique
Rebound / chin ball to protect
Outlet / Bust out
Offensive
Avoiding blocking out
Tip in or follow shot
Tip and chase and finish
Special Situations
Jump Ball (defensive & target / technique)
Free Throw (offensive / defensive)
Out of Bounds Side line (backcourt Vs frontcourt)
Baseline (backcourt Vs frontcourt)
35
APPENDIX 6
Player Development Program
The various drills described in the program have been listed under the four age groups: Under 12,
Under 14, Under 16 and Under 18. It is the intention of the program to suggest only minimum
standards and rates of development. Coaches must exercise their discretion on whether a particular
group of players are capable of progressing at a greater rate than that implied in the program and
train them accordingly.
The program is organised on a spiral principle with the introduction of progressively more complex
and advanced skills for each succeeding age group. However, coaches are advised that competence
should be demonstrated in the drills set for younger age groups before proceeding with the more
advanced drills set for the age group of their players. Many of the introductory skill drills
contained in this program may also be found in the training program for players at the highest level,
including the national team. All players need constant practice in the fundamentals.
EMPHASIS
All drills should be performed at Game Speed
Where appropriate drills should be Competitive, counting when pertinent i.e. shooting drills.
Stance - Always in proper stance
UNDER 12 PROGRAM
Individual Fundamentals
Footwork
Drills 1/a to d plus f
Ball Handling
Take to their Level
Dribbling
Drills 2/a to c
Passing / Catching
Drills 3/a to c
Shooting
Drills 4/1,2,3,4,5
Individual Offensive Moves
Drills 5/1,4,5,6, & 9
Individual Defence
Footwork
Drills 8/1a to e
Guard
Drill 8/2
36
Blocking Out
Drill 8/11
Rebound/Outlet
Drill 10/1
U/12 PROGRAM
Team Defence – Fundamentals
Skills
Drill 8/6
2 on 2
Drill 9/1
Team Offence Fundamentals
2 on 2
Drills 11/1,2,3,7 & 9
3 on 3
Drills 11/10 & 14
UNDER 14 PROGRAM
Individual Fundamentals
Footwork
Drills 1/a to f
Ball Handling
Take to their Level
Dribbling
Drills 2/a to e
Passing / Catching
Drills 3/1 & 2
Shooting
Drills 4/1,2,3,4,5 & 7
Drills 7/1,2,4,5 & 6
Individual Offensive Moves
Drills 5/1,2,3,4,5,6, & 9
Individual Defence
Stance
Drills 8/1,2,3,4,& 5
Blocking Out
Drill 8/11 & 12
Rebound/Outlet
Drill 10/1 & 2
Team Defence – Fundamentals
1 on 1
Drill 8/6, 7 & 8
2 on 2
Drill 9/1,2,4 & 5
3 on 3
Drills 9/6,8 & 9
4 on 4
Drills 9/10 & 11
37
Team Offence Fundamentals
2 on 2
Drills 11/1,2,3,6,7 &14
3 on 3
Drills 11/10,11,13 & 14
UNDER 16 PROGRAM
Individual Fundamentals
Footwork
Drills 1/a to f
Ball Handling
Take to their Level
Dribbling
Drills 2/1 to g
Passing / Catching
Drills 3/1,2,3 & 4
Shooting
Drills 4/1,2,3,4,5,6 & 7
Individual Offensive Moves
Drills 5/1, to 9
Drills 6/1 to 7
Drills 7/1 to 7
Individual Defence
1 on 1
Drills 8/1 to 5
Blocking Out / Rebounding
Drills 8/11,12 & 13
Drills 10/1,2 & 3
Team Defence – Fundamentals
1 on 1
Drill 8/6,7,8 & 9, 1-4
2 on 2
Drill 9/1 to 4
3 on 3
Drills 9/6,7,8 & 9
4 on 4
Drills 9/10,11,12,13,14 & 15
Team Offence Fundamentals
2 on 2
Drills 11/1 to 6
3 on 3
Drills 11/10 & 15
4 on 4
Drill 11/16
38
UNDER 18 PROGRAM
Revise and consolidate all of the drills taught previously as indicated by the competence of the
players and complete the program. In this age group considerable emphasis should be placed on 3
on 3 & 4 on 4 half court drills to promote player initiative and to generate spontaneity within the
discipline and control framework established by the coach.
39
APPENDIX 7
FOOTWORK STANCE
POINTS OF EMPHASIS
All drills should be performed at Game Speed
Where appropriate drills should be Competitive, counting when pertinent i.e. shooting drills.
Stance - Always in proper stance
1.
FOOTWORK - STANCE
Balance
Keens Bent
Technique - plant, pivot push, be explosive
To be done in corridors
a)
b)
c)
d)
e)
f)
Change of direction.
Change of pace with each change of direction
Jump stop (followed by either forward or reverse pivot)
Stride Stop (followed by reverse pivot)
Stutter step
Defensive slide with drop step
40
APPENDIX 8
DRIBBLING - STANCE
Need to have the feel of the ball
See the ball but look up – start with looking just ahead of the ball
until full vision technique accomplished
To be done in corridors using both left and right hands a)
b)
c)
d)
e)
f)
g)
Speed and protection.
Retreat
Crossover
Behind Back
Through legs
Reverse
Shutter step
As a player’s skill develops, defence can be added to the above skills.
POINTS OF EMPHASIS
Stance
Ball Fake / Fake to Make
Step at target / pass to target zone
Snap Wrist
Pass - to from where - chest to chest, etc.
Catch with eyes, rip to Stance
Move to and through the ball
Show a target – hand – be ready
41
APPENDIX 9
3/1.
PASSING / CATCHING
PASSING TECHNIQUE
All passes are to be made from triple threat position using both left and right hands.
(a)
(b)
(c)
(d)
3/2.
Push chest pass
Push bounce pass
Overhead pass
5 star drill (fake pass past imaginary opponent’s right hip, right shoulder, top of head,
left shoulder and left hip and then make the pass to partner).
CAT AND MOUSE
All passes are to be made from triple threat
position using both left and right hands.
(a)
Offence must pass from between
hip or ear level (no overhead passes)
(b)
If offence throws a bad pass, change
with the defensive player.
(c)
If defence touches the ball he/she changes
position with the offensive player.
(d)
On the pass from one offensive player to
the other, defence is to hook vigorously
with the ball-side elbow and sprint half the
distance between the players and slide the
other half, (close out).
3/3.
PASS AND MOVE
(a)
Player with the ball (ball carrier) is to make pump fake, then jab step or crossover, then
take two bounces.
(b)
The partner is to move away from the ball then come back towards the ball upon the ball
carrier completing the two dribbles.
(c)
Drill continues until the coach signals to stop.
Note: Coaches are to encourage continuous movement of both players.
42
3/4.
PASSING / FEEDING POST, TWO ON TWO
(a)
Offensive wing forward player to create the lead using the post.
(b)
Upon receiving the ball the forward is to square up and pass to the post player.
(c)
Defence is not to pressure the lead pass but is to pressure the forward to post pass.
(d)
On receiving the pass, if the post has only his / her defender guarding him / her (i.e. no
help) he/ she operates one – on – one; if two players defend the post, he / she passes the
ball back to the wing forward.
(e)
Defence plays flat triangles and jump to the ball principles.
(f)
Offence rotates to defence.
43
APPENDIX 10
.
SHOOTING
POINTS OF EMPHASIS
Stance
Balance / Footwork
Look over, look under
Balance
Elbow
Eyes
Follow through
Confidence & Relaxed & Smooth release, full extension of arm
Rhythm – knees, elbow, wrist
4/1.
INTRODUCTORY DRILLS
(a)
Player to pair off, one to pass ball to the other
(b)
Player without ball circles partner, receives pass whilst on the move. First in clockwise
direction, then anticlockwise.
(c)
Player receiving pass, turns and faces team mate, when receiving ball he/she stops on inside
foot, i.e. foot closest to passer, squares up and faces passer in shooting position.
(d)
Mechanics: (Demonstrate)
against wall; position of feet; arm and hand position; palm and fingers.
(e)
Technique: (Demonstrate)
By themselves; shoot ball one hand in the air, follow through.
With partner; shoot the ball to each other, follow through.
(f)
Thiry one-handed shots (three sets of ten shots) from each position; coach to correct
technique.
44
All passes are to be made from triple threat position using both left and right hands.
4/2.
Shooting Off Pass
Alternate between stride stop and power jump stop.
(a)
Player to receive the ball flash cuts to the foul line, receives the ball from passer, then
shoots the ball.
(b)
Shooter and passer both contest the rebound
(c)
Whoever rebounds the ball passes back to feed line.
(d)
Players change lines.
N.B.
Players must “square up” and face basket before shooting.
4/3
Shooting Off Pass
(a)
Players to pair off, one to shoot, the other to rebound.
(b)
Rebounded to pass the ball away from the offensive player,
the offensive player to chase the ball and shoot
(c)
Offensive player to take ten shots then change over.
Offensive Player
X
Defensive Player
Pass and for Offensive player where they are running to.
N.B.
Players must “square up” and face basket before shooting.
4/4
Shooting Off Dribble – Alternate between stride stop and
power Jump stop.
(a)
Offensive player to start in triple threat position.
(b)
Player shot fakes then explodes with jab step.
(c)
Player drives down side line, jump stops at 45 degree angle
and shoots a shot.
45
After jab step have player use variety of dribbles
e.g. crossover, hesitation, reverse, behind back, through legs.
(d)
Chase own rebound (if missed shooter puts shot back up until it goes in )
then passes to next player in line.
4/5
X out Lay ups
(a)
Player drives to make the lay-up, rebounds the ball, and dribbles to
opposite elbow and then drives to make next lay-up.
(b)
Each player to compete for thirty seconds.
(c)
Coach to record the number of successful shots made.
4/6
Mikan
(a)
Player shoots the ball off the backboard, rebounds the ball and
steps through under the basket to shoot from the opposite side.
(b)
Movement to be made at first with one firm bounce of the ball and
for more advances players without bouncing the ball.
(c)
Coaches to ensure that players shoot with the correct hand; insist on
right hand shots on the right of the basket and left hand shots from the
left of the basket.
(d)
Each player to compete for thirty seconds with the coach recording the
number of successful shots made.
Pump Fake
4/7
(a)
Player to pass the ball onto the backboard, rebound the ball, pump fake
then shoot off the backboard.
(b)
Coaches to emphasize that the players do not open up to the basket; feet
must point to the baseline.
(c)
Coaches to ensure that players shoot with the correct hand.
(d)
Each player to attempt ten shots.
4/8
“V” Cut - Screen
Repeat drill with pump fake and shoot off dribble, using stride
stop and power jump stop.
Offensive Player
46
X
Defensive Player
Pass and for Offensive player where they are running to.
Players must “square up” and face basket before shooting.
(a)
(a)
Player sets up about 1 metre from key hole, step in,
at 45 angle to key hole, pushers off on foot closest to
basket, leads to around foul line extended, catches and
shoots following pass from player at top of key hole.
(b)
The same player continues the “V” Cut, this time,
leads to block then flares to corner for shot.
Repeat each shot 3 times.
(b)
(c)
Player sets back screen, from block, steps through,
receives pass, turns and shoots.
(c)
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(d)
Player sets down screen, to block, turns receives
pass and shoots.
(d)
(e)
From block, sets cross screen, turns on inside
foot, shoots.
(e)
(f)
Finally, player flares from basket area for shot.
(f)
48
APPENDIX 11
.
CREATING A LEAD / INDIVIDUAL OFFENSIVE MOVES
FROM WING FORWARD POSITION
POINTS OF EMPHASIS
Stance
Balance / Footwork
5/1
Creating a Lead
(a)
Go to Block
(b)
Seal defender (thrust step or V cut)
(c)
Change direction and pace.
(d)
Position hand as target
(e)
Stride stop (inside foot – foot closest to basket)
(f)
Square up – Triple threat
‘V’
Cut
‘L’
Cut
‘Hook’ Cut
Reverse Pivot
Backdoor
1st teach with no “D”
Then play 1 on 1 and practice all cuts.
FORWARD MOVES
5/2
Reverse pivot, One Bounce, Lay-Up
(a)
Coach to emphasize lowering of centre of gravity to allow for
a tight hook-step turn so the drive may be made towards the
basket rather than down the lane.
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(b)
Weight must be kept on the ball of the pivot foot until the ball
has been released for the dribble.
(c)
Ball must be pushed well out for the dribble so that only one
one bounce is needed to make the lay-up.
5/3
Reverse Pivot, Two Bounces, Reverse Lay-Up
(a)
Drill similar to one bounce lay-up but players take a second
bounce to drive through under the basket to make a reverse lay-up
(b)
Coach to insist on the correct hand for the dribble and the shot
(c)
Any body turn on the shot should be towards the backboard;
do not open up to the defence.
5/4
Jab and Drive
(a)
Player to use inside foot as pivot.
(b)
Player to fact up in triple threat position, jab step (hesitation) and
drive for the lay-up off one bounce.
(c)
Player must keep weight on the ball of the pivot foot until the ball
has been released for the drive; lead foot and ball strike the floor at
the same time to avoid the travel. (even thought the rule states the ball
only need to leave the hand)
(d)
Ball must be pushed well out with the dribble and the correct hand
must be used for both the dribble and the shot.
5/5
Jab and Shoot
(a)
Player to receive the ball, face up, adopt the triple
threat position, jab step, recover and shoot.
Emphasize that when player JAB STEPS they do not
Step too far. If they do, they can loose balance.
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5/6
Crossover
(a)
Player to receive the ball, face up using the inside foot the
inside foot to pivot, adopt the triple threat posture, stab step,
crossover step and drive to the basket for the lay-up using only
one bounce of the ball.
(b)
Emphasize fake (head and shoulder or pass) and a LONG STRONG
FIRST step on the drive.
(c)
One the drive, the ball and the lead foot should hit the floor at the
same time to avoid the travel.
(d)
Insist on correct hand for dribble and shot.
5/7
Hesitation Step, Reverse Pivot, Lay-Up
(a)
Player to receive the ball and face up using inside foot to pivot, adopt
the triple threat posture, jab step, hesitation step, drive to the elbow,
reverse pivot and drive for the lay-up.
(b)
Lead foot and ball must hit the floor at the same time to avoid the travel.
(c)
Insist on correct hand for dribble and shot.
5/8
Crossover, Two Bounces, Reverse Pivot, Jump Shot
(a)
Player to receive the ball and face up adopt the triple threat posture,
jab step, cross over, drive down the lane, reverse pivot and shoot the
jump shot.
(b)
Encourage players to shoot off the backboard.
(c)
Emphasize low centre of gravity on the pivot to help players maintain
body control so that they jump vertically for the shot.
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5/9
One on One, Forward Spot
(a)
Offence upon receiving the ball, has three seconds to
operate using any of the techniques taught depending
upon the position and response of the defence.
(b)
Offence has two dribbles maximum.
(c)
Play till offence scores or defence gains control of the ball.
(d)
Offence becomes defence.
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APPENDIX 12
CREATING A LEAD / INDIVIDUAL OFFENSIVE MOVES FROM
THE LOW POST
For each of the low post offensive drills the players are
organised as shown in the adjacent diagram. For some of the
moves, specific footwork is described and illustrated to allow
the offence to gain maximum advantage from the position of
the defence. In these drills it is assumed that the low post player
will receive the pass from the wing forward. It should be seen
also that the basic posture recommended will also place the low
post player in a strong position to receive the pass from the point
guard. Emphasize the use of bounce pass from the wing to
the post.
6/1
Receiving the Pass Against Defence Over-playing the Post
(defence on high side)
(a)
The post player is to stand with one shoulder pointing to the
basket, the other shoulder pointing to the ball at the wing
forward position.
(b)
If the defence overplays, raise an arm in front of the post to
prevent the pass, the post is to place his/her high side foot slightly
below the high foot of the defence, forward pivot, knock the
defender’s denial arm up, and “sit” on the defender’s high leg.
Alternate footwork could be to stab step to the low side of the
Defence as a back door fake, then step over the defender’s high
Foot and “sit” on the defender’s high leg as before.
(c)
The post is to place his/her arms in the “surrender” position and
thus provide a two hand target.
LOW POST MOVES
On receiving the ball, and depending upon the position adopted by the post’s defender
The post may make of the following moves:
(a)
step through on the high side and jump hook the shot;
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(b)
step through on the high side with one firm bounce and jump shoot the shot;
(c)
face up, fake and jump shoot the shot;
(d)
face up, fake the shot and step past the defender on either side;
(e)
drop step on the low side and shoot the lay-up;
(f)
drop step on the low side with one firm bounce and power lay-up.
Each of these moves need to be drilled thoroughly with careful attention to footwork to prevent
travelling.
Post Footwork
The footwork suggested for the post player in Section 6/1 is designed to put maximum pressure on
the post defence and to achieve the maximum advantage for the post player. However, in the
younger age groups, it is common to find that the post defence does not overplay the post but rather
takes up a position level with the post player or low of the post player, to deny the baseline drive.
If the younger players are taught to step over the high leg in this situation, they will be posting up
with one foot in the key. Given the lower level of passing skill of the age group, it is probable that
the pass will not be given quickly enough and much possession will be lost through three-second
violations. For younger players the following footwork is recommended.
6/2
Post Defence Level with Post, Post Pump Fake and Step Shot
(a)
Post uses the bent inside arm to form a bar between self and defence and
provides a lead with the outside hand.
(b)
On receiving the pass, if the defence is standing up on the post, the post
pump fakes the ball. If the defence does not move higher, the post pivots
on the inside foot, steps through strongly and either jump hooks the shot or
takes one firm bounce, releasing the ball with the hand away from the defence
and jump shoots the ball. The post must be aware of the position of the help
defence when taking the bounce on the high side, (through step) as this
provides an opportunity for a steal.
6/3
Post Defence Level with Post, Post to Face Up, Pump Fake and
Jump Shoot.
(a)
Post uses the bent inside arm to form a bar between self and defence and
provides a lead with the outside hand.
(b)
If the post defence does not stand up tightly on the post, the post pivots on
54
the inside foot, faces up, pump fakes and shoots the jump shot.
(c)
If the defence does not close on the post, as the defence advances the post
steps over the defence as in 6/2 or under for the baseline drive.
6/4
Post Defence Attempts to Intercept the Pass
(a)
Post uses the bent inside arm to form a bar between self and defence and
provides a lead with the outside hand.
(b)
If the post defence attempts unsuccessfully to intercept the pass the post
pivots on the inside foot and drop steps for the lay-up or power lay-up
ADVANCED POST PLAY FOR A PASS FROM THE CORNER
All of the plays, 6/1 to 6/4, are based on the pass being made to the post from the wing forward
position. In the passing game and in plays against zone defences it is at times useful to overload
the offence to one side of the key. Typically, this involves the use of the low post, a player in the
corner on or about the three point linen, a wing forward, and the guard offset on the same side of
the key. In this alignment it is possible for the post to be fed from all three strong side, outside
players. Rapid rotation of the ball between these players can often result in a clear passing lane to
the post. The footwork, described to date, may be used by the post regardless of the source of the
pass. However, for older and more skilled post players, alternative footwork is recommended for
the post on receiving the pass from the corner. On receiving the ball the post player, head and
shoulder fakes, looks over the shoulder for the position of the defence and then drop steps with
either foot. The various plays which can be made are explained below.
6/5
Moves Against Defence Playing the Low Side of the Post
(a)
Post to hold arms in the “surrender” position and to adopt a semi-squat posture
to provide a low centre of gravity.
(b)
On receiving the pass the post head and shoulder fakes to the low side to
check the position of the defence.
(c)
If the defence continues to play up tight, the Post drop steps on the high side
and preferably jump hook shoots the ball or takes one firm bounce on the drop
step and jump shoots or step shoots. The post must be aware of the position of
the help defence when taking the bounce on the high side drop step as this
provides an opportunity for a steal.
(d)
If the post becomes aware that the defence has sagged before or during the drop
step, the post should continue the drop step to complete the inside pivot and
55
face up.
(e)
Te post should now pump fake and if the defence continues to sag, jump shoot.
If the defence attempts to close with the post during the pump fake, as the
Defence moves forward the post should step past the defender either on the high
side for a jump hook shot or on the low side for the lay-up.
6/6
Moves Against Defender Playing the High Side of the Post.
(a)
Post to hold arms in the “surrender” position and to adopt a semi-squat posture
to provide a low centre of gravity.
(b)
On receiving the pass, the post, head and shoulder fakes to the high side to
check the position of the defence.
(c)
If the defence continues to play up tight, the post drop steps on the low side and
shoots the lay-up or takes one firm bounce and shoots the power lay-up.
(d)
If the post becomes aware that the defence has sagged before or during the drop
step, the post should continue the drop step to complete the inside pivot and
face up.
(e)
The post should now pump fake and if the defence continues to sag, jump shoot.
If the defence attempts to close with the post during the pump fake, as the
Defence moves forward the post should step past the defender either on the high
Side for a jump hook shot or on the low side for the lay-up.
6/7
One on One Low Post
(a)
The offence upon receiving the ball has three seconds
to operate
(b)
The offence may take only one dribble.
(c)
Play until the offence scores or the defence gains control
of the ball.
(d)
Offence becomes defence.
NOTE:
Coaches to encourage the offence to go against
the pressure.
56
APPENDIX 13
PERIMETER MOVES
START FROM TOP OF KEY OUTSIDE THE THREE POINT LINE
7/1
Catch and Shoot
(a)
Player receives the pass, faces up and shoots.
(b)
Vary the range from the foul line to outside the three-point line
depending upon the age and ability of the players.
(c)
The shooter is to rebound the ball score off the rebound and
return the ball to the passing line.
(d)
Emphasize good shooting technique and teach corrections
throughout the drill.
7/2
Pump Fake, One Bounce, Drive to basket, Lay-up.
(a)
Player to receive pass, face up, pump fake and drive to make
lay-up with only one bounce.
(b)
Insist upon correct hand for the dribble and the shot.
(c)
Emphasize strong, long first step.
7/3
Pump Fake, Bounce Twice to the Block, Pump Fake, Reverse Pivot
Drop Step, Shoot.
(a)
Emphasize strong, long first step and low centre of gravity on the pivot
to allow for an adequate turn.
(b)
Insist on correct hand for dribble and shot.
(c)
Emphasize good shooting technique and teach corrections throughout the
drill.
57
7/4
Drive at Wing (bounce twice), Crossover Dribble, Jump Shoot at Elbow
(a)
Start from top of key outside three point line - Drill both one beat and two
beat stop at the elbow (STRIDE STOP – POWER STOP)
(b)
Emphasize low centre of gravity on the stop to give good balance for the
shot.
(c)
Players to shoot the shot with preferred hand only.
(d)
Shooter to rebound the shot, score off the rebound and return the ball.
(e)
Emphasize good shooting technique and teach corrections throughout
the drill.
7/5
Drive at Wing (bounce twice), Behind Back Dribble, Jump Shoot at Elbow
(a)
Start from top of key outside three point line - Drill both one beat and two
beat stop at the elbow (STRIDE STOP – POWER STOP)
(b)
Emphasize low centre of gravity on the stop to give good balance for the
shot.
(c)
Players to shoot the shot with preferred hand only.
(d)
Shooter to rebound the shot, score off the rebound and return the ball.
(e)
Emphasize good shooting technique and teach corrections throughout
the drill.
7/6
Drive at Wing (bounce twice), Through Legs Dribble, Jump Shoot at Elbow
(a)
Start from top of key outside three point line - Drill both one beat and two
beat stop at the elbow (STRIDE STOP – POWER STOP)
(b)
Emphasize low centre of gravity on the stop to give good balance for the
shot.
(c)
Players to shoot the shot with preferred hand only.
(d)
Shooter to rebound the shot, score off the rebound and return the ball.
(e)
Emphasize good shooting technique and teach corrections throughout
the drill.
7/7
Drive at Wing, (bounce twice), Reverse Dribble, Jump Shoot at Elbow
58
(a)
Start from top of key outside three point line - Drill both one beat and two
beat stop at the elbow (STRIDE STOP – POWER STOP)
(b)
Emphasize low centre of gravity on the stop to give good balance for the
shot.
(c)
Players to shoot the shot with preferred hand only.
(d)
Shooter to rebound the shot, score off the rebound and return the ball.
(e)
Emphasize good shooting technique and teach corrections throughout
the drill.
59
APPENDIX 14
INDIVIDUAL DEFENCE
POINTS OF EMPHASIS
Stance
Balance / Footwork
Head in Middle – Nose behind your toes
Vision
8/1
Defensive Stance and Movement Mass Drill
All players are spaced about the court, facing the coach with a clear view. They assume a basic
defensive stance at the coach’s “palm down” signal and respond to coach’s signals and commands
with continuous defensive stance and step moves. The coach uses the ball for most signals.
Signals / Meaning
Movement
Palm down / live ball
Ball in stomach / back dribble
Ball in right front / dribble drive right
Ball in left front / dribble drive left
Finger point left – right / side dribble
Ball in triple-threat position, then toss ball
on the floor / loose ball
Ball overhead / dead ball
Shoot the ball in place / shot
Basic stance; active feet
Slide forward
Angle slide right
Angle slide left
Side slide
Closeout and dive on the floor for
loose ball
Stay in stance / hands around ball
Defenders call “Box” block out
And rebound imaginary ball.
(a)
(b)
(c)
(d)
(e)
Stance
Slide
Drop Step
Charge
Lose Ball
8/2
One the Ball Defence
To be done in corridors using the full length of the court.
60
Technique
(a)
(b)
(c)
(d)
(e)
(f)
(g)
Nose on the ball
Dead ball (belly up)
Chase and recover
Turn to one side and keep offensive player there
Hands palm up when held low, flicking at ball, other hand high in
passing lane.
Defence to threaten to steal the ball with lateral rather than vertical strikes.
Slide run Slide
Rules
(a)
Offensive player to work corridor to 1 / 2 court, then to attach the basket
(b)
Defensive player to maintain pressure on the ball, but not to turn him until one
metre from halfway line. At this point defence to bear down on offence and
turn him to the side line.
(c)
Defence to keep offensive player to one side and to try and stop him /her from
scoring.
(d)
After offence scores or defence gains control of ball, change roles and repeat up
the other side of court.
8/3
Defending the Forward
Technique
(a)
(b)
(c)
(d)
(e)
(f)
Body Position
Hand Position – ABOVE WAIST
Communication – SHOUT BOX (as the shot is taken)
Pressure the shot – NEAR HAND
Vision on the shooter - CHEST
BLOCK OUT – ARM BAR – FRONT PIVOT
Rules
(a)
Offence to take triple threat position
(b)
Defence to force the offence to the sideline / baseline
(c)
Defence to pressure ball with nearest hand
(other hand in passing lane)
(d)
Offensive player to take ball above head.
(e)
Defence to belly up.
61
(f)
When offensive player retreats (reverse pivot) defence
to step off offensive player.
(g)
Offensive player to square up and shoot the ball, defensive
player to block out.
8/4
Channelling the Forward Dribble
Technique
(a)
Force offence to the baseline.
(b)
Defence to cut off offensive player at the baseline
(c)
When offence dead, defence to belly up on the high side
(away from the baseline)
Rules
(a)
Offence to try to drive to the basket
(b)
Defence to cut off path to basket and force offence to the base line
(c)
When the dribble is picked up the defence is to belly up.
(d)
8/5
Offence to become defence.
Defending the Post
Technique
(a)
Toes in
(b)
3 /4 Front the Post
(c)
When the ball is above the foul line the defence is to be
on the high side of the offensive player. When the ball is
below the foul line the defence is to be on the baseline side
side of the offensive player.
62
Rules
(a)
Offence to take post position and, when ball is with
forward on strong side, to post up.
(b)
Defence to move (jump to ball) with ball movement.
(c)
Forward to pass the ball to the post player when
he / she is available.
(d)
Offence plays until he/she scores or the defence gains
control of the ball.
(e)
Offence becomes defence.
8/6
Defending the Backdoor Cut
(a)
Defensive player to totally deny the offensive lead.
(b)
When the offence goes back door the defence is to snap the head and open up.
(c)
Offence becomes defence.
63
8/7
Defending the Flash Cut
(a)
Defence to bump flash cutter up the lane or to
the base line.
(b)
When the offence gets the ball outside the key
play one on one.
(c)
Offence becomes defence.
8/8
Defending Pass and Cut
(a)
Offence passes the ball to the wing then cuts.
(b)
Defence to jump to ball and to force the offence to go behind him /her.
(c)
Offence becomes defence.
8/9
Defending the Screen Away
(a)
Offence to pass and screen away.
(b)
Defence to slide behind the screen
(c)
Defence to defend three passes (three rotations)
(d)
Offence becomes defence.
8/10
Seven-In-One Combination Drill
This drill combines 7 individual drills into the one continuous
Drill covering the fundamentals in the following order.
1.
2.
3.
4.
Lead Pass
baseline drive and belly - up
Backdoor
Post
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5.
6.
7.
Lateral cut (Flash post)
Diagonal cut (Backdoor play)
One on One (Defending the ball)
(a)
This drill starts in the same position as described in the lead pass drill.
The only difference is that there are two additional feeders.
(b)
Begin with one feeder, at the right guard position, one feeder who is off
the court low of the right wing forward position and a third feeder at
the left wing forward position.
(c)
The offensive player breaks out to receive the ball and continues to
move until he/she receives the ball at the wing forward position. On
receiving the ball he/she “faces-up” and immediately drives the baseline
trying to “turn the corner” for a baseline drive. The defender must
retreat and cut the offensive player off as previously taught. (8/4)
(d)
Once the defender cuts the driver off the defender follows
basic fundamentals taught in the belly-up and “kill” portion of
the baseline drill. After the two second count the offensive player
passes the ball out to the original feeder and tries to create
another lead pass. If he/she is open the feeder passes the ball and the
offensive player again drives the baseline. He/she will continue to do
this until he/she is denied the ball.
(e)
Once the offensive player has been denied the ball the feeder gives a
“ball fake” which keys the backdoor. The passer then tries to hit the
cutter with a pass. The cutter should receive the pass before penetrating
more than one step into the key to avoid the help defence.
(f)
The backdoor cut continues into the lane and if the offensive player
has not received the ball, he/she cuts back to the ball-side and takes a
post position above the block. At this point the 2nd feeder at the right
wing forward position steps into the court. The first feeder at the guard
position tries to feed the post. If the defender is denying the ball it is then
passed to the right wing forward feeder who tries to get the ball into the
post. The ball is then passed back and forth from the forward to guard
positions. While the defender works on his/her “half-moon slides”.
(g)
Once the coach decides the post coverage is acceptable, the right wing
forward passes the ball cross-court to the left wing forward position.
With that pass the postman flashes across the key trying to get the ball.
The defender follows his/her flash post fundamentals in denying the ball.
The cutter is restricted to receiving the ball from the third free throw
position along the lane down to the baseline.
65
(h)
If the defender has denied the ball to the cutter the forward feeder will
return the ball to the guard feeder position. With that pass the cutter
will attempt to make a diagonal cut into the top half of the free throw circle
to receive the ball. The defender is to deny the ball as described in the
“Diagonal Cut Drill” (8/7)
(i)
If the cutter is forced out of the circle the feeder passes the ball to the
offensive player at the top of the key. At that time the two go one-on-one
under the established rules. The drill is complete once the shot has been
taken and made or the miss rebounded by the defender.
66
APPENDIX 15
BLOCKING OUT
POINTS OF EMPHASIS
Stance
Balance / Footwork
Mental Skill
Don’t let your man get the ball
Don’t watch the shot in flight
Push man out of key
Make contact
Call “box’ not ‘shot’
8/11
Blocking Out Dead Ball Drill
(a)
Coach yells shoot.
(b)
Defence blocks player out so that the ball falls to the floor.
(c)
Offence and defence change.
8/12
Blocking Out One Pass Away Rules
(a)
Coach shoots the ball and yells shot.
(b)
Defence blocks out, then goes and gets the ball.
(d)
Offence and defence change
67
Blocking out Weak side / Post rules
(a)
Coach shoot ball and yells shot.
(b)
Defence blocks out, then goes and gets the ball.
(c)
Offence and defence change
(d)
After every player has been through the drill the coach
changes to the other side of the key and repeats the drill.
68
APPENDIX 16
TEAM DEFENCE
DEFENCE TWO ON TWO
9/1
Guard to Guard
(a)
Offence to make five passes (no movement)
(b)
Defence to jump to the ball and maintain
FLAT TRIANGLE principles.
(c)
After the fifth pass, play two on two until
the offence scores or the defence wins the ball.
(d)
Offence becomes defence.
9/2
Guard to Forward
(a)
Offence to make five passes (no movement)
(b)
Defence to jump to the ball and maintain
FLAT TRIANGLE principals.
(c)
After the fifth pass, play two on two until
the offence scores or the defence wins the ball.
(d)
Offence becomes defence.
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9/3
Post to Forward
(a)
Offence to make three passes then play.
(b)
On the 3rd pass, if the post has only his/her
defender guarding him/her (i.e. no help) he/she
operates. If two defenders play the post, he/she
is to pass the ball back to wing forward
(c)
Defence plays flat triangle & jump to the ball
principles.
(d)
Offence to defence.
DEFENCE TWO ON TWO HELP AND RECOVER
9/4
Guard to Forward
(a)
Guard to drive to the basket
(b)
Forward to help then recover
(c)
Offence plays until he/she scores or the
defence wins the ball.
(d)
Offence becomes defence.
70
9/6
Guard to Guard
(a)
Guard to drive to the basket
(b)
Defensive guard to help then recover
(c)
Offence plays until he/she score of the
defence wins the ball.
(d)
Offence becomes defence.
DEFENCE THREE ON THREE
9/6
Guard and Wing Forward Defence
(a)
Offence to make five passes then plays to score
(b)
Defence jumps to the ball and maintains
flat triangle and help side principles.
(c)
Offence becomes defence.
9/7
Guard, Forward, Post Defence
(a)
Guard passes to either forward then cuts to
the low post on the ball side.
(b)
Weak side forward comes to the post.
(c)
Offence then makes five passes, and after the
the fifth pass play to score.
(d)
Defence maintains the flat triangle defensive
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principles until the ball goes into the post then
collapse on the post.
(e)
players
Offence becomes defence.
ball here
9/8
Block out Three on Three
(a)
Offence passes the ball around perimeter until the
Coach yells shot.
(b)
Defence maintains the flat triangle defensive principle
until the shot, then block out.
(c)
After each change of possession with no basket being scored,
alternate defence and offence.
(d)
Play until either team scores.
(e)
Scoring team retires; defensive team begins on defence against
the next team.
9/9
Help and Recover
(a)
Each offensive player upon receiving the ball is to take a
fee penetration dribbles.
(b)
Defence to help and recover; defence to concentrate on footwork
and body position without striking for the ball.
(c)
When the coach is satisfied with the movement and positioning of
the defence the offence to play to score.
(d)
Offence becomes defence.
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DEFENSIVE SHELL DRILL FOUR ON FOUR
9/10
Defensive Position
(a)
Defence adopts defensive flat triangle positions
relative to the position of the ball.
(b)
Offence to pass the ball around the key
ball here
(c)
Defence to adjust their position while the ball is
in the air.
(d)
When the coach yells shot the offensive player
in possession is to shoot the ball.
(e)
Defence to block out.
(f)
Offence steps out; defence becomes offence
and a new group of players becomes defence.
9/11
Shell Drill Help and Recover
(a)
Each offensive player upon receiving the ball to take
a few penetration dribbles.
(b)
Defence to help and recover.
(c)
When the coach yells shot, the player in possession is to
shoot and the defence is to block out.
(d)
Offence becomes defence.
ball
here
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9/12 Shell Drill Rotation
(a)
Ball to be passed around the shell and when
ball goes to baseline that player is to drive at
the basket.
(b)
Defence is to rotate and stop the drive.
(c)
Player with the ball when stopped is to dribble
back out and pass the ball back around the shell.
(d)
Defence to rotate against the drive and pick
up the next player.
(e)
When the coach yells shot, the player in possession
shoots the ball and the defence is to block out.
(f)
Offence become defence.
9/13
Shell Drill, Collapse to the Post
(a)
Offence to pass the ball around the shell and every
third pass is to go to the post (coach or player
(b)
When ball goes to the post the defence is to
collapse on the ball.
(c)
When the coach yells shot the player in
possession is to shoot and the defence is to
block out.
(d)
Offence becomes defence.
9/14
Shell Drill, Defending Screens
(a)
Offence to pass and screen away.
(b)
Defence to slide behind the screen.
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(c)
Defence to make five passes (five rotations).
(d)
Offence becomes defence.
9/15
Four on Four, Three Times and Out
(a)
The team on defence starts with a penalty
score of three and must stay in defence until the
offence has been stopped three consecutive times.
(b)
For each basket scored or offensive rebound,
the defensive team penalty score goes up by one.
(c)
When the defensive team reduces its score to
zero the offensive team becomes defence.
(d)
Offence to play passing game.
NOTE: Coaches to put rules on offence, e.g. number of
Passes, type of shot, etc.
Ball here
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APPENDIX 17
REBOUND / OUTLET
10/1
Primary Outlet
(a)
Player rebounds the ball, passes to the outlet player, and
follows the pass to become the next outlet.
(b)
Outlet player throws the ball to the rebounding line and
follows the pass.
(c)
As players catch the rebound they are to make a quarter turn in
the air so that they land facing the nearest sideline.
10/2
Secondary Outlet
(a)
Rebounder look to outside to release ball.
(b)
Reverse pivots and pass the ball to the rebound line at the
foul line.
(c)
Then follow the pass.
10/3
Two on One Game
(a)
Offence starts with the ball at the bottom of the broken circle.
(b)
Two defenders start at the foul line.
(c)
Offence throws the ball against the backboard.
(d)
All three players chase the ball.
(f)
Offence to recover the ball and to make a primary or secondary
outlet pass with the defence applying pressure.
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APPENDIX 18
BUILDING THE OFFENCE - using passing game rules
ONE ON ZERO FROM THE POINT, WING AND POST
Begin the building of the offence by drilling the various
moves without any defence
ball
here
ball
here
11/1
Wing Forward Moves when confronting the Defence
and the backdoor Cut.
(a)
See drills 5/1 to 5/9 for the various wing moves when
confronting the defence.
(b)
Introduce the backdoor cut with the pass to be received
before the forward enters the key.
11/2
Weak side Wing Flash Cut
(a)
Emphasize that the cutting forward must begin the move by
running his/her defender down to the block and the V cut
to the ball to receive the ball
(b)
On receiving the ball the cutting forward should be able
to use any of the footwork learnt in relation to the wing
moves (i.e. drop step and drive; face up, pump fake,
jab step, crossover and drive; face up, hesitation and
drive; face up, jab step, withdraw and jump shoot, etc.)
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11/3
Guard Forward Pass and Cut
(a)
Players are to be taught that on passing the ball their first movement
is to be a strong step in the direction of the pass. In the game
situation if the passer’s defender does not jump to the ball to fill
the return passing lane, the passer is to cut to the basket for the
give and go play.
(b)
The wing forward is to make the usual lead play before the pass
is made by the guard.
(c)
The return pass to the guard should be made without delay.
11/4
Wing Forward to Post Plays
(a)
See drills 6/1 to 6/7 for the various plays.
11/5
Post Flash Cuts.
(a)
On the slap of the ball by the forward, the low and high
posts flash cut from high to low and low to high.
(b)
The forward passes the ball to either post to make the
shot and both posts are to rebound.
(c)
Lines rotate clockwise
11/6
Pick and Roll / Give and Go Combination Play
(a)
The offensive guard drives up to the point as the wing forward
makes a cut to the block and then to the foul line.
(b)
The guard passes to the forward and then uses the forward as
a screen to get free from the defending guard by V-cutting tightly
to the appropriate side of the screen as determined by the position
of the defending guard.
(c)
As the offensive guard cuts past the screening forward, the forward
may return the ball to the cutting guard for a jump shot or drive,
or, depending upon the position of the defending forward, fake this
pass, drop step and drive to the basket.
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TWO ON ONE PLAYS
When the players have confidence in the guard, wing forward and post moves, introduce one
defender on the wing or the post.
Players must learn to make the appropriate move depending upon the position of the defence and
the response of the defence to fakes.
One receiving the pass, that player is required to play one on one against the defender until the
offence scores or the defence wins the ball.
11/7
Backdoor, Play, Two on One
(a)
The defence is not allowed to let the offence receive the ball in the
wing forward spot, (total denial).
(b)
The defence may score only off the backdoor cut.
(c)
The offence should receive the pass before penetrating more than one
step into the key.
TWO ON TWO PLAYS
11/8
Drive and Dish
(a)
The guard passes to the forward then slides down the weak side.
(b)
The forward takes the triple threat position then drives to the basket.
(c)
The guard V-cuts back to the elbow.
(d)
If the forward can, he/she goes to the basket if help defence arrives,
the forward passes back to the guard for the jump shot.
(e)
Offence becomes defence.
NOTE:
Each of the two on one plays drilled above (11/7) should also be
Drilled as two on two plays.
11/9
Two on Two Competition
(a)
Offence plays until they score.
(b)
If the defence gains control of the ball the drill is finished.
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(c)
Offence becomes defence.
(d)
The coach should encourage players to use all of the plays taught
so far (11/8 and Note).
THREE ON ZERO PASS AND CUT PLAY
11/10 Maintaining Court Balance when the Guard cuts from the Point
(a)
The guard starts with the ball at the halfway line;
when the dribble commences the two forwards will
crisscross through the key. Later, when this drill
is played against defence, the forwards should be
alert for a pass from the guard as they cross the
key.
(b)
The guard passes the ball to either forward, jab steps
hard towards the ball then cuts to the basket for
the give and go play.
(c)
The forward with the ball passes to guard and
follows the pass for the rebound.
(d)
The weak side forward rotates to the top of the key
to provide balance and defensive cover against
the opposition’s fast break.
(e)
Next group plays.
NOTE:
The play can be varied by not giving the return pass to the guard on the cut.
The guard continues through the key and fills the vacated weak side wing forward position. The
ball can then be rotated and the give and go play can be run to the opposite side, etc. The coach can
apply rules on the number of passes to create rotation, balance and discipline.
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THREE ON ZERO PASS AND SCREEN AWAY
11/11 Maintaining Court Balance When the Guard screens away.
(a)
The guard starts with the ball at the halfway line;
when the dribble commences the two forwards will
crisscross through the key. Later, when this drill
is played against defence, the forwards should be
alert for a pass from the guard as they cross the
key.
(b)
The guard passes the ball to either forward, jab steps
hard towards the ball then go away and screen
for the other forward.
(c)
The forward coming off the screen is to cut
towards the ball (not the basket). The guard is
to step through (forward pivot) to face the ball.
(d)
The forward with the ball may pass to either the
cutter or the screener.
(e)
Next group goes.
NOTE:
The play can be varied by the forward with the ball not passing to either the cutter or
the screener. The forward at the top of the key will then pop out to fill the point and the guard will
leave the screening position to fill the vacated wing forward position. The ball can then be rotated
and the play can continue in the opposite direction, etc. The coach can apply rules on the number
of passes to create rotation, balance and discipline.
THREE ON ONE SCREEN AWAY
11/12 Screening High and Low and “Reading” the Screen
(a)
The guard makes a pass to the coach and after starting a give and
go cut he/she will go away from the ball to screen for the low post.
The screener has to “read” the post defence and set the screen in
The appropriate place. If the post defender is overplaying the post
The screen may be set on the low side; if the post defender is playing
The post on the low side the screen is best set on the high side.
(b)
Once the screen has been set, the low post V-cuts high or low off
the screen depending on the position of the screener and the post
defender.
(c)
If the cutter goes backdoor, the screener must step back up the lane
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toward the ball; if the cutter goes high the screener opens up to the
ball.
(d)
The cutter is to make the defender’s job as difficult as possible. If
the cutter starts his/her V-cut and the defence doesn’t follow, he/she
should make a cut behind the defender and toward the ball. Also, at
this time if the cutter comes off the screen, he/she is to be award of
where the defender is in relation to the screen. If the defender goes
behind the screen, the cutter should flare out looking for a jump shot.
If the defender attempts to force his/her way between the cutter and
the screener, then he/she is to make a curl cut to the basket which will
bring the step back to the ball reaction from the screener just as a back
cut would do.
TWO ON TWO WITH COACH
11/13 Reacting to the Defence
(a)
The guard commences the dribble from the point position outside the
three point area and the forwards crisscross through the key.
(b)
The guard passes the ball to the coach, (standing on the wind), then
jab steps hard towards the ball; if the defence doesn’t react he/she
cuts to the basket for the give and go play.
(c)
If the defence does react the guard screens away.
(d)
The coach passes to who ever is free.
(e)
Play until the offence scores or the defence gains control of the ball.
(f)
Offence becomes defence.
THREE ON THREE AND FOUR ON FOUR PLAYS
Once the players are thoroughly familiar with the pass and cut and pass and screen away plays
described above, introduce an equivalent number of defenders to more closely simulate playing
conditions.
11/14 Three on Three Guard – Forward Plays
(a)
Play commences with the offence at the halfway line and the
defence on the three point line.
(b)
Defence stays in until they gain possession of the ball.
(c)
Offence plays until they score or lose the ball.
(d)
If the defence gains control of the ball, the team on offence
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becomes defence.
(e)
Defence calls fouls.
11/15 Three on three Guard – Forward – Post plays
Play in one half of the front court.
(a)
The guard starts with ball at half way.
(b)
The forward uses the post to help create to lead (timing).
(c)
On receiving the ball the forward can drive for the lay-up or
jump shot (the post must be alert to slide high to clear the drive
and to be available for the dish pass), return the pass to the
cutting guard for the give and go play, pass to the post, etc.
(d)
The post can, back screen for the forward, screen for the guard,
post up high or low, exchange with the forward, pop out for give
go play with the forward, etc.
(e)
Play until the offence scores or the defence wins the ball.
(f)
Offence becomes defence
11/16 Four on Four
(a)
The offence is to use the passing game rules (see section ..11..)
(b)
The offence plays until they score or lose control of the ball.
(e) Defence calls fouls.
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APPENDIX 19
MANLY WARRINGAH BASKETBALL ASOSCIATION
Learn the skills; Learn to play; Learn to win
VOLUNTEER TEAM MANAGER ROLES AND RESPONSIBILITIES
JOB TITLE
Team Manager
REPORTS TO
Teams Coordinator
JOB DESCRIPTION
To ensure a successful, smooth running, and focused playing season
for players, coaches and parents at both trainings and games
KEY RESULT AREAS
Striving for improvement on the Court
While the emphasis in the junior ranks should be on enjoyment as well as improved basketball
skills, the senior teams should seek to achieve high levels of professionalism reflecting on the
quality standards which MWBA can expect to give them the edge. Managers should be able to
readily implement change initiatives, encourage others to be creative and innovative, and support
others to help them cope with any changes.
Communication
Managers should communicate ideas and information effectively and strive to maintain a positive
and confident manner when communicating with others.
Achieving a Successful Team
Managers in the junior teams are often parents of team players and can easily lead by example.
Their enthusiasm and objective outlook builds important morale in order to harness the talents and
energy of team members. For senior team managers the focus might also be on organisational
parameters and player idiocy rices! Both junior and senior team managers generate enthusiasm
with the ultimate common purpose of a happy and successful playing season which engenders ongoing player and coach involvement. Senior team managers will keep in mind the standards that
MWBA expects in handling players and their individual requirements.
Team working
All managers show courtesy and respect to others whilst encouraging and supporting the
contributions of others in achieving team goals. Often managers must collaborate with other areas
of the Manly Warringah Basketball Association to ensure effective working relations.
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KEY INTERNAL AND EXTERNAL CONTACTS
Head Coach
Teams Coordinator
Team Coach and Assistant Coach
Players
M.W.B.A. Office Staff
Parents (not usually applicable for senior teams)
QUALIFICATIONS / EXPERIENCE
Enthusiasm a must, experience not necessary!
SKILLS
Love of sport and sportspeople, organizational know-how, good communication skills, and a good
sense of humour! Use and knowledge of email and word processing skills would be more than
helpful and will become essential in the future. Text messaging via mobile phones is also a useful
skill for quick and effective communication between all contacts.
85
APPENDIX 25
MWBA Strength and Conditioning
There are several elements that make up overall fitness for Basketball
1. Muscular strength
2. Cardiovascular Fitness
3. Flexibility
4. Nutrition
5. Specificity of Skills
6. Rest and Recovery
Each of the above requires different levels of involvement for each player. Improving strength
conditioning is about developing a structured program that allows for increments of intensity and
provides for both aerobic and anaerobic conditioning.
1. Muscular strength- to develop strength means more than what you do in a practice or
competition game it’s about encouraging players to undertake a strength program that
ensure all muscle groups are development.
2. Cardiovascular Fitness- distance training better known as aerobic training provides several
benefits. Its prepares the players for various types of running and agility required in the
game. Aids recovery and develops an efficient heart and lung system which is necessary to
compete in the game of basketball. Whilst anaerobic training is the player’s ability to
perfrom a tasks at a faster rate than get is met by the incoming oxygen. When a player picks
up the pace to catch an opponent the body must be able to get energy from the anaerobic
system. Lots of sprint work short fats drills to ensure specificity of this type of conditioning
3. Flexibility- warm-ups stretching and concentration on proper techniques is essential
Agility- Basketball is a game of core stability so combine strength and fitness together with
agility training will give players the ability to change direction quickly, respond to body
movements and keep their footing
4. Nutrition- Encouraging players to have a balanced diet, is essential, limiting the intake of
fast food and drinking more water will make a difference
5. Specificity of the skill the key to any successful program is individualisation
The Player CAN CONTROL
Rest and Recovery If they work hard at training and competition players must ensure that they
allow themselves to recovery fully.
Diet Players need to understand that want they eat is what they are!
Lifestyle fit players are not always healthy people!
Their off season program
The Coaches CAN control
Providing fitness and nutritional programs and information to all players and their parents
Providing a balance program that takes into account the individual differences of each player
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