Level 3 - Dec 2016
Level 3 - Dec 2016
Level 3 - Dec 2016
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coaches manual
3
Level 3
Coaching manual 01
Coaching manual 02
world association of basketball coaches
Coaching manual
level
3
Coaching manual 01
level 3
Coach
1 Roles and values 03
2 Know-how 29
3 Development 45
4 Management 55
player
1 Offensive basketball skills 65
2 Physical preparation 71
team
1 Defensive tactics and strategies 79
2 Offensive tactics and strategies 155
3 Management 239
4 Game coaching 266
Coaching manual 02
Level 3
coach
Chapter 1
Coaching manual 04
1. Roles and values 1.1 Leadership 1.1.1 Leading the team
1.1 leadership
1.1.1 Leading the team
“The measure of a leader is not what they have done
but what they inspire others to do.”
Michael Haynes
Coaching manual 05
1. Roles and values 1.1 Leadership 1.1.1 Leading the team
Coaching manual 06
1. Roles and values 1.1 Leadership 1.1.1 Leading the team
Coaching manual 07
1. Roles and values 1.1 Leadership 1.1.1 Leading the team
want to go, but ought member of this team, where do I fit, and
where do others fit? In achieving this,
An entrepreneurial organization in which
resources are limited but goals are grand,
to be.” the contextual leader can centre the a leading organization that needs to make
sure that its people continue to innovate
team members and generate a sense of
shared identity, pride, and belonging in instead of becoming complacent, an
Rosalynn Carter organization in crisis in which morale is
the team. The effect of strong contextual
low – all require inspirational leadership.
leadership is a strong community.
All these situations call for followers
Middle Tier Domains – to step outside their comfort zones to
Inspirational and Supportive achieve the seemingly impossible, and it
Leadership is the leader’s job to help them to make
that step.
The placement of the domains in the
framework shows their relationship to The inspirational leadership domain
each other. For example, the relational rests on the personal and relational
domain is in the center because domains. It is built on the authenticity
leadership is ultimately ability about the and the level of commitment of the
leader-follower dynamic and its effect leader and requires a perception of
of trust is an element that percolates credibility from the followers. The
through all types of leadership followers would want to win for the
situations. The three foundational leader as well as for the team. Asking
domains become the building blocks for people to step outside their comfort
the next tier of domains-inspirational zones also requires a high degree
and supportive leadership. of trust – trust in the leader to set a
vision that is for the good of the overall
Inspirational leadership:
team, trust in the leader to be there
Jack Welch said that when you leave for the group, and trust that the leader
people to set goals for themselves, the understands what they are truly capable
goals that they set are usually higher of. This trust can only come from a
than the ones the leader would have set foundation of good relational leadership.
for them. Inspirational leadership, then,
Supportive leadership:
is not about imposing standard but about
creating a climate of expectation of If inspirational leadership is about
excellence, generating the will to reach showing people they can fly, supportive
higher, and infusing the team with the leadership is about giving them a
enthusiasm and optimism for getting there. landing strip, a plan, a map, and
good flight instructions. Supportive
When people think about leadership, the
leadership is about providing a sense
notion of the inspirational leader usually
of security to the team so that members
comes to mind. However, it is important
will take intelligent risks and continue
to remember the inspirational domain is
to grow in their roles. It is conditional
not about charisma or charm – rather,
it is about behaviour that helps create security, however, one that rests
change in others. Inspirational leaders alongside the challenge of inspirational
help people imagine things as they can leadership, providing cover for the
be, and then fuel the followers’ desire adventurous – not shelter for the lazy.
to pursue that vision. People want to
Coaching manual 08
1. Roles and values 1.1 Leadership 1.1.1 Leading the team
Coaching manual 09
1. Roles and values 1.1 Leadership 1.1.1 Leading the team
Coaching manual 10
1. Roles and values 1.1 Leadership 1.1.2 Case study
Coaching manual 11
1. Roles and values 1.1 Leadership 1.1.2 Case study
You’ve said that each team leader should be asked to do different things depending on what their
capabilities are. And you may be able to develop them, but you are not going to change who they are.
How do you walk the fine line between encouraging them to develop new capabilities as a leader and
accepting their liabilities?
I tried to meet twice a month with Kyle and Nolan, just empathizing with them, not trying
to get them to be anybody different. I was concerned about insisting “You need to be this
leader or that leader”. I wanted them to be a player too, and I didn’t want leading to conflict
with their natural playing abilities. I think that is important. Like in a business, when
somebody is promoted to a certain position, you say “I now need you to lead.” Well, the
reason they are up there is because they’ve got certain abilities, whether they’re with sales,
or whatever it is they do. We want them to keep their strengths while working on their
leadership. I have had other guys who just led the whole team, and being a leader helped
them become better players. But that is not always the case. I will tell you, it’s tough to find
a lot of leaders.
Coaching manual 12
1. Roles and values 1.1 Leadership 1.1.2 Case study
As you become more secure as a leader, it gets easier to share leadership, to empower
others. Thank goodness I have had great leaders on the court for me. One of them is
coaching at Harvard now, Tommy Amaker, a point guard who was a natural leader right from
his freshman year, and then we had Quinn Snyder who also was a great leader. The more I
got guys like that, the more I realized that I needed to give them more opportunities. It comes
with experience.
Coaching manual 13
1. Roles and values 1.1 Leadership 1.1.2 Case study
I liken it to the experience I had when I went to West Point. I thought I was really a hot
ticket. But when I got there I got killed, and I needed somebody to help me out. So if you’re
the guy who provides that help, then you develop your relationship even more – you protect
them and you keep them from completely falling apart. On the day they get kicked, you want
to be there or you ask someone on the team to go to them, and that helps them develop. You
ask the senior who is not as good as him – but who on that particular day is better – to go to
him and say “Don’t worry man, you’re going to become our best player.”
What do players who are true stars need from their coach?
I’ve found that when I am coaching my Duke team, I need to be the best player’s best friend.
Being the best player is a lonely position. Even though you get accolades, no matter how
good of a team you have, there is always some level of jealousy. Always. Because you’re
competitive. A little bit of it is not bad. But I want to make sure that I’m connected with that
guy because in a tense moment he might produce better knowing that he’s not out there alone.
With the Olympic team, Kobe Bryant told my youngest daughter an interesting thing: “Since I
was in high school, nobody has tried to motivate me, they just pay me.” But, he said, “Your dad
and his staff try to motivate us every day, and that’s so refreshing.” Leadership is not just to let
the star produce, but to be a friend of the star, to motivate the star. Your team is going to go a
lot further if your stars push ahead, and everybody else has to work to catch up.
How about with well-established, highly experienced players? Is coaching them and developing them as
leaders the same kind of thing as coaching college players, or does it require a whole different approach?
I remember when I was an assistant coach on the Olympics Dream Team that won the gold
medal in Barcelona 1992. We had Michael Jordan, Larry Bird, Magic Johnson, David Robinson,
Patrick Ewing, Karl Malone, Charles Barkley, Scottie Pippen. I’m at my first practice, and Jordan
is the best player. He also is from North Carolina and I’m from Duke. So, in the totem pole you
have Michael Jordan at the top and well down the pole is Mike Krzyzewski.
So I was a little bit nervous, I didn’t want to make a mistake. After the first practice, I’m
having a drink of soda and Jordan walks toward me. I knew he was going to bust my chops,
you know, do some Duke/Carolina stuff. But he comes up to me and he says, “coach, I’d
like to work on some individual moves for about a half hour. Would you please work with
me?” And so we worked for a half hour and at the end he said “coach, thanks a lot.” Of all
the things that I learned on that trip, that meeting was the most important. I still get chills
thinking about it. Those kinds of events are force multipliers for any team.
Jordan could have been the biggest prima donna in the world, but he wasn’t. He understood
that on that team there wasn’t any totem pole, that everybody was important. He could have
called out “Hey, Mike, get over here,” and I would have run over there. And I would have
felt like an idiot, but I would have done that job, and I would have lost respect for myself. He
didn’t want that, so he said, “coach,” and he said “Please,” and at the end he said, “Thank
you.” How good is that? I think it was masterful on his part. It’s a powerful thing when
a person who is in Jordan’s position does things like that to create an environment that’s
conducive to success. I don’t know if he knew he was doing that, but he did it, and I respect
him forever for it – and it had a big impact on my own coaching back at Duke.
Coaching manual 14
1. Roles and values 1.1 Leadership 1.1.2 Case study
Clearly, a great deal of your coaching focuses on your individual players – helping them excel, but also
helping them learn how to help their teammates. What does it take to get everybody on a team to help
provide leadership?
One thing I tried to do in every practice with the Olympic team was to have my assistants
do a lot of technical things. I made it a point to talk to four to six guys every day, and
about things other than basketball – “When is your family coming over?” or “I heard this is
happening, what do you think?” That kind of thing. I got to know them as people, which
helped me understand the dynamics that I had to work with on the team.
On the Olympic team I had this alpha dog in Kobe Bryant and I had another alpha dog in
LeBron James. One had accomplished a lot, and the other wanted to accomplish what that
other guy had accomplished already. I tried to have them interact. So I said to Kobe, “You
need to be good with LeBron,” and I said to LeBron, “You need to be good with Kobe.” Well,
LeBron has a really good sense of humour, he’s an entertainer. So, when we would be in a
team meeting, LeBron would imitate Kobe – he would take his warm-up pants and pull them
down to here and go through a whole routine. And the team is laughing and Kobe is laughing
because one of the best things about imitating you is that it means I accept you, I like
you. Those two stars became, at least during that time, not competitors but just real good
teammates. It set the tone for everyone else.
Another example is from the Olympic Dream Team. Arguably, Jordan was the best player, but
we had two older great players on the team in Larry Bird and Magic Johnson. Head coach
Chuck Daly was running a staff meeting with Lenny Wilkens, P. J. Carlesimo, and me. Jordan
came in and we talked about who should be captain and he says, “I do not want to be captain,
Larry and Magic should be captain. You make sure.” Unbelievable, right? He did a great thing.
Coaching manual 15
1. Roles and values 1.1 Leadership 1.1.2 Case study
Maintaining Stability
In today’s college basketball, there is rapid turnover among the star players, just as many corporations
face personnel churn among the most talented, and MBA programs also confront the problem of trying to
forge a community when students are in the programme for only a short period of time. How do you create
a “cocoon” that allows member leadership to develop on your teams? And how much of a problem is it
that every year it’s a new team with a different mix of players?
The culture of college basketball has changed. With the “one and dones”, you don’t know
who you’re going to have from year to year. There are a lot of different dynamics right now
in our sport. The thing that we do know is that we’re going to make sure our own culture is
the same.
The question is how do you perpetuate that culture, the environment that this new group
is going to come into? Where is the stability? Well, one thing is me: I’ve been at Duke for
31 years, and my staff also has been stable. And a huge thing is having my former players
on the staff. They end up being like the seniors on the team – they know Duke, they know
me, they know college basketball. Another source of stability is our managers. We have
about 12 managers on our team and they are terrific kids. They do all the logistics to set up
everything for us and they have equal footing with our players. They are here from freshman
to senior year. We’ve tried to adjust to the new dynamics in college basketball, and it’s
worked out fairly well. But, I’d still much rather have the continuity of having a kid from
freshman through senior year, with the seniors teaching the young guys.
It is also important for our national Olympic team to have stability. There is stability in
leadership from Jerry Colangelo, who runs US Basketball. Colangelo said in 2006 we were
going to start building a programme where we get to know our guys and there is some
continuity. Before, we thought that selecting 12 people and a coach meant that you had a
team, which is absurd. It has been a huge help for our Olympic team to have some stability in
membership and leadership. Even though I am not with these guys during their seasons, I’ll
call or write them to maintain a relationship with them along the way.
Coaching manual 16
1. Roles and values 1.1 Leadership 1.1.2 Case study
How about timing? Are there particular times when you focus on different leadership activities?
Some things can be done quickly; others take a lot of time to establish. And once you are in
the game phase, when you actually start your season, there is a faster rhythm. That is when
you see the results of whatever you’ve done in the off season to develop your team. During
practices you are not judged by whether you win or lose, so I can take a little more time. For
example, I might say to a player, “Look, today at practice, I’d like for you to say a couple of
things. I don’t care when you say them or how you say them, but we need to address this.”
Hopefully some of that will be used later, in the game phase. But it really is a different rhythm.
Coaching manual 17
1. Roles and values 1.1 Leadership 1.1.2 Case study
What do you do to ensure that problems get resolved and minor issues do not become big ones that
distract from team goals?
I continue to pay close attention to the team’s context. Sometimes I’ll meet with my team
or my staff and I’ll say, “I want you to think about irritants. We’ll have a meeting on irritants
and let’s try to get rid of as many irritants as possible. In other words, let’s not let Duke
beat Duke because every day we can’t stand something.” I try to make sure, even with the
Olympic team, “Ok, let’s have a meeting. What’s bugging us right now….food, whatever?
Nothing? Good. Let’s go.” You can lead better if everybody is not distracted.
Asking people how they feel or if there is something that is bothering them demonstrates
your concern. It affirms that they are an important part of the team. And it also recognizes
that they have eyes, that they can see things that you, the leader, may have missed or be
blind to. You want everyone’s eyes on the team and how things are working. If there’s
something that is keeping one of my assistants from doing the best job possible, then we
need to change that.
There are two things in any bureaucracy that block good ideas. One is to think, we’ve never
done that before, so why should we do it now? The other is that it would cost too much, we
don’t have the money. So, we’re not going to talk about the good idea any more. I’ve tried to
address those two blocks over the last 15 or 20 years of my career, by raising money on our
own so we can put in place what we need to succeed.
Coaching manual 18
1. Roles and values 1.1 Leadership 1.1.2 Case study
Learning Continuously
You have been coaching for a long time. What do you do to make sure you keep on developing as a leader?
I’ve learned so much from getting outside of my area. I think you need to get involved –
whether it be a charity, a hospital, or working with a kid’s group – to keep actively learning.
If you look, you’ll see natural leadership happening around you all the time. I’m used to
leading, going against other college basketball coaches. Now, internationally, I’m going
against the best coaches internationally. They think differently. One’s not right and one’s not
wrong. They think differently and it forces you to think differently. I believe that you have to
do that if you want to constantly get better in leadership.
You can learn about being a better leader from everybody. You can go and study an orchestra.
You can go study a basketball team, a business, or whatever. That’s why I love talking about
leadership. There is so much you can do to develop it. And that’s why I‘ve loved my association
with the Fuqua School of Business. It gets me out of my area and I say, “You know what, that
was really a better way of putting it” or “I never thought of it that way.” I think people who
want to understand leadership have to have that approach. It’s exciting.
In developing leadership, you’re not just helping a young kid on your team become a better leader.
By attempting to teach that person, you’re developing your own leadership. I learn from every
speech I give. We have our own radio show where instead of being interviewed, I interview and I
take notes all the time. That’s how I look at it. It’s not going to happen all at once. It’s not “Okay, I
got it. I’m the leader,” because then you just forfeited your right to be one.
Being Yourself
One of the things that you see sometimes among students who anticipate a career in management or
aspire to leadership positions is that they will read a book or hear a speech, and they’ll say, “Oh, I want to
be like that.” You frequently refer to others from whom you have learned. Do you have any advice for the
rest of us who see in you or in some other leader a model for ourselves?
I was lucky that I got coached by one of the great coaches of all time, Bob Knight. Through
him I met two other great coaches, Henry Iba and Pete Newell. And I’d just listen to them.
A couple of times when coach Knight went away, both Iba and Newell said, “I know you’ve
learned a lot from coach and he’s great. But you have to be yourself. If there’s something
that you want to talk about with your teams, figure out what you want to teach and then use
your own personality and your values to do it. Don’t ever try to be like one of us.” They were
three of the great coaches of all time, right there in one setting. And what they said made a
lot of sense to me.
I tell the guys who work for me: “don’t ever try to be like me.” I tell players that same thing.
“I don’t want you to be this guy. I want you to be you. Let’s figure out who you are, what
kind of a leader you are, and what we can do to keep making you better.” That’s why I’m not
someone who will read an autobiography and say I want to be exactly like that person. Come
on, you can’t be exactly like that person, that’s ridiculous. What you can do is learn about the
experiences of other leaders and then take some of the lessons that they have learned and
incorporate them into your own mix of skills. That’s what I try to do with my players, and I
think the same approach would work just as well in other kinds of teams and organisations.
Coaching manual 19
1. Roles and values 1.1 Leadership 1.1.3 Selection of support staff
Some of the important roles within this includes the coach being aware
a team are: of any policies or procedures that the
• Administration – arranging travel, administrators of the team may have.
uniforms, meals, transport, training venues When selecting staff, it is important
and accommodation; that the extent of commitment required
• Management – arranging drinks during is clear so that candidates can evaluate
games, attending to minor injuries (e.g. whether or not they are able to give
blood rule), managing access to the that commitment. It is worthwhile
changing room, arranging “recovery food”; for the coach to hold at least some
• Physical training – game warm-up, fitness meetings with all staff present so
training, strength training, flexibility and that each gets a holistic view of the
maintenance of “game fitness”(especially commitments that the players have.
for players that play few minutes); The coach should seek input from
• Medical – injury assessment, support staff and in their areas
management and rehabilitation; of influence they should be given
responsibility and accountability to
• Physiotherapy – injury treatment and
make decisions. Often those decisions
rehabilitation, strapping (e.g. taping
will impact other areas and continued
ankles), stretching and massage;
discussion between the coach and all
• Equipment – source and maintain support staff is important.
equipment, set up for training and games;
For example, a team manager may be
• Mindset – relaxation, visualisation, responsible for arranging team meals
emotional control and goal setting; during a tournament. At a meeting of
• Financial – budgets, payments support staff parameters may be set:
and receipts; - the coach wants to have the players arrive
• Media – managing media commitments at the stadium 2 hours before the game and
(especially interviews) and direction have a team meeting 45 minutes before
regarding use of social media. the game;
Depending upon the particular team, - the physiotherapist may want to see
the coach may be required to do some athletes 30 minutes before leaving the
of these tasks, there may be people accommodation to do any taping;
appointed by the club or the coach may - the media manager may require players to
have authority to recruit appropriately be available for interviews for 45 minutes
qualified people. after the game;
In terms of physical training, medical - the physical trainer wants players to have
and physiotherapy services there may be some carbohydrate intake (approximately
professionals associated with the team or 30 grams) straight after the game.
(particularly with junior teams) it may be
The team manager can then arrange
up to each athlete to seek treatment.
meals for the team (including post-game
The coach needs to be clear as to their “recovery” food) taking into account
expectations of the role a member these parameters.
of the support staff is to perform and
Coaching manual 20
1. Roles and values 1.1 Leadership 1.1.4 Influencing a broader network of coaches
Coaching manual 21
1. Roles and values 1.1 Leadership 1.1.4 Influencing a broader network of coaches
Coaching manual 22
1. Roles and values 1.1 Leadership Follow-up
Follow-up
1. Reflect upon who has been the best leader that you have been involved with. What made
them a good leader?
2. Read a biography or autobiography of a leader (whether or not from sport). What attributes do
you think made them a good leader?
3. Discuss with a coaching colleague how you would deal with a player that was continually
late for training? Would you involve any players or just do it yourself?
4. What coaches have had an influence in your development? Are you still in touch with those coaches?
5. What coaching networks are there in your area? Do you actively participate in them?
6. How can you influence a network of coaches? How would you identify coaches in that network?
7. Do you know coaches from another sport? Do they have a network that you could participate in?
Coaching manual 23
1. Roles and values 1.2 Working with officials 1.2.1 Officiating points of emphasis
1.2 Working
with Officials
1.2.1 Officiating Points of Emphasis
In most leagues and tournaments, the referees receive
direction and coaching and it is important that coaches
of teams take opportunities to identify these trends.
Coaching manual 24
1. Roles and values 1.3 Sport integrity compliance 1.3.1 Sports betting
Coaching manual 25
1. Roles and values 1.3 Sport integrity compliance 1.3.1 Sports betting
Coaching manual 26
1. Roles and values 1.3 Sport integrity compliance Follow-up
Follow-up
1. Do you know whether or not licensed betting agencies take bets on the competitions in which
your team competes?
2. What would you do if you were approached by someone for information about whether or not
your athletes are injured? Discuss your answer with a coaching colleague? Whom should such
an incident be reported to?
Coaching manual 27
1. Roles and values Notes
Coaching manual 28
Level 3
coach
Chapter 2
know-how
Coaching manual 29
Chapter 2
Know-how
2.1 Strategic vision
2.1.1 Developing strategic vision for a team 31
2.2 Planning
2.2.1 Planning for the year 33
2.2.2 Designing offensive and defensive schemes 37
2.3 Communication
2.3.1 Managing the media 42
Follow-up 44
Coaching manual 30
2. Know-how 2.1 Strategic vision 2.1.1 Developing strategic vision for a team
This does not require a “strategic plan” There are a number of factors that
similar to what a business, or even the may impact upon the coach’s ability to
club, might have although it does have achieve success with the programme
some similar elements. The strategic and whilst the coach may have little
vision should set out: influence over these factors, they do
• A timeframe (often 3-5 years); need to be taken into account:
• A clear vision for what the team is to achieve • Player contracts – it is unlikely that in their
within that timeframe (ultimate objective); first year the coach will have their best
possible team because it may take
• The team’s values (principles that guide all
a season or two to move players;
actions of the team);
• Attitude and culture – any cultural change
• The important elements to achieve success
takes time and if a coach identifies that
(e.g. selection of players, medical support,
a change is necessary it is realistic to
conditioning etc);
believe that will take at least 1-2 years;
• Key outcomes to measure success during the
• Club resources – the resources available
timeframe. These are typically smaller steps
to a team vary widely between clubs. The
that progress toward the ultimate objective.
club may simply not be able to devote the
In preparing the strategic vision for resources that the coach would ideally like
the team, the coach also needs to
• Injury – any team can have its performance
make some assessment of the current
affected by injury. Teams may be able to
situation that the team is in, which can
reduce the likelihood of some injuries but
be very difficult when not involved with
this is largely out of the coach’s control.
the team. To inform themselves, the
The coach may wish to enable the team to
coach may:
cope with injuries through having players
• Review the performance of the team in the that can play across a number of positions
last 3-5 years; or game styles.
• Review the profile of the players (if the
players are aging, can the team continue
to sustain its results?);
• Speak with players or coaches that have
been involved with the team (it may not
be possible to speak to current players
or coaches).
Coaching manual 31
2. Know-how 2.1 Strategic vision 2.1.1 Developing strategic vision for a team
Taking into account where the coach Winning or losing particular games is an
assesses the team to currently be and indicator that most people use to assess
the factors that can affect performance, the performance of a team and its coach.
the coach selects a realistic strategic The coach must review team performance
vision. Whilst it may be tempting (when using metrics that are more meaningful
aspiring to be appointed) to simply toward achieving the ultimate objective
forecast winning the championship in within the timeframe set.
the near future, the strategic vision that
The coach’s vision for the team should be
the coach sets will also form the basis
relatively unchanged, although strategies
of assessment of their performance.
and timeframe certainly may vary as
The coach alone cannot realise the circumstances arise. Young players may
strategic vision and they need to have develop quicker than expected, or serious
the team, the club and stakeholders injuries may impact upon performances in
strive toward the vision. The vision acts a given year.
like a jigsaw, setting out the “pieces” that
need to fit together. The coach needs to
communicate the vision and should:
• Define roles;
• Hold individuals accountable for
performing their role - the clearer roles
are, the more individuals within the team
(including support staff) will hold each
other accountable;
• Acknowledge good performance, not
simply evaluate success by number of
games won.
Coaching manual 32
2. Know-how 2.2 Planning 2.2.1 Planning for the year
2.2 PLANNING
2.2.1 Planning for the Year
Most sports people think of an “annual plan”, or a
“periodised plan” as being used to develop and improve
an individual athlete’s strength and conditioning.
As valuable as such a plan can be for the Particularly with junior athletes, part
development of athletes6, coaches should of the coach’s role is developing the
not forget: skills of the players so that the coach’s
• An annual plan for their own development; success in this regard may only
be measured many years later.
• An annual plan for the team.
For example, the Argentinian team that
Coaches may not always be with a team competed in the 22 and Under World
for a year and, in particular, with junior Championships of 1997 did not win the
teams a season may only be 6 months tournament. However, the nucleus of
long and the following season may involve that team (5 players) went on to win
many different players as older players the 2004 Olympic Tournament and three
move up and younger players come into (Fabricio Oberto, Luis Scola and Manu
the age group. Whatever the relevant Ginobili) went on to have established
period though, coaches should have a NBA careers – perhaps in this context
plan for each team they coach that covers Argentina’s 1997 programme was very
the period that they will be coaching. successful, even more so than the team
Contents of the Plan that won (Australia) but which has not
gone on to win an Olympic medal!
Anyone that has travelled with children
will be familiar with the question “are The coach’s plan for a team therefore
we there yet?” This is a question that should not be limited to simply
can only be answered if you know participating (and hopefully winning)
where “there” is. Coaching a team is no their relevant competition. Instead,
different – the coach’s plan should define the plan should include:
where “there” is for the team, namely • The overall intention of the programme
what are the objectives for the year? – which will reflect both the coach’s
Without a clear identification of objectives philosophy and also the expectations
for the year (or season), there can be no of the club;
assessment of whether the year has been • Key objectives for the team to achieve;
successful. In any competition only one • The key steps toward achieving
team can win the championship, but that those objectives.
does not mean that other teams have not
As discussed below, there is certainly
had any success.
other information in the plan and other
In setting the objectives for the year, the information needed to prepare the plan.
coach also needs to identify where the The plan does not necessarily have to
team currently is (in regards to skill level). be a lengthy document, indeed it may be
6 s ee Chapter 25, Preparing Players Physically
It is the progression from where they are summarized in a page. In many ways it
for Basketball to “there” that defines success!
Coaching manual 33
2. Know-how 2.2 Planning 2.2.1 Planning for the year
is not the plan that is important but the Once the coach has set the calendar,
process undertaken to prepare the plan. they will know the amount of time they
A plan should not be static and it must will have with the team, which has a
be reviewed and, almost certainly, will direct impact upon what can realistically
need to be changed during the period. be achieved.
The plan, and planning, must be dynamic Organising (knowing)
in responding to things that the coach the available Resources
has some control over (e.g. the rate at
Very few coaches will have all the
which the players are developing) and
resources that they want and the
also responding to external factors over
resources that are available to them
which the coach has little or no control
may be out of their control, whether that
(e.g. a practice venue being unavailable
is money, equipment or people. The
or a change to the competition schedule).
coach should plan to use those available
Dynamic Planning resources as efficiently as possible.
They key steps in the dynamic One resource that may be available is an
planning process are: assistant coach and/or a team manager.
• Setting the calendar; The more clarity the coach has about
what they want those people to do, the
•Organising (knowing) the
more value they will get out of having
available resources;
them involved.
• Assessing the team;
• Developing the objectives
Assessing the Team
& establish priorities; Crucial to the success of any plan is to
accurately assess the starting point.
• Communicating the plan;
There is little point in a coach planning
• Implementing the plan; to run complex offensive structures, if
• Changing the plan; the team do not yet understand the basic
• Reflecting upon the plan; concepts of spacing and movement.
There is likely to be a wide variety of
Setting the Calendar
skills amongst the players and the
The calendar should be one of the
coach will need to develop the skills
first things that a coach reaches for in
of all players. This can be the most
preparing their plan as the amount of
challenging part of coaching, and
time available obviously impacts upon
the coach should regularly review
what can be realistically achieved.
throughout the season whether they are
Apart from obvious matters such as
sufficiently challenging the more skilled
timeframe for selection of the team,
athletes whilst also ensuring that they
availability of training venue and
are not ignoring the less skilled athletes.
competition dates, a coach of junior
athletes should also consider: The assessment of the team will form
the basis for measuring the overall
• School term dates;
success of the team – which will be the
• Dates for school exams (depending upon improvement that the team makes.
age of players); As John Wooden reminds us “success
• Dates for other programs that players comes from knowing that you did your
may be involved in (e.g. regional best to become the best that you are
or national teams, talented athlete capable of becoming”.
development programs);
• Cultural or religious factors that may
affect player availability (e.g. some players
may be unavailable on particular days of
the week).
Coaching manual 34
2. Know-how 2.2 Planning 2.2.1 Planning for the year
In planning for the progression of skills, Coaches should remember the various
the coach should not progress to a more stages of learning and tailor activities
complex concept if an earlier concept is accordingly. On a more basic concept,
not yet understood. However, they may the team may be “unconsciously
progress to the more complex concept competent” and yet be “unconsciously
if the team is simply not yet “perfect” incompetent” on a more advanced
at the execution of the earlier concept. concept. Both concepts can be
They may continue to practice both practiced, however the activities used
concepts as they refine one and learn would be different.
the other. Not all objectives are equally important
It is a common mistake made by and the coach should identify the
coaches not to introduce the more priority of each, and then spend most
complex concept early enough and the time on those identified as essential.
result of this can be getting to the end of Again though, it can be a mistake to
the season and not having covered the devote too much time to these as it will
material they wanted to cover. Having be at the expense of other priorities in
clearly identified timeframes in the plan the plan.
can help the coach avoid this mistake.
Coaching manual 35
2. Know-how 2.2 Planning 2.2.1 Planning for the year
Communicating the Plan The coach should also review the plan at
A coach’s plan will not succeed unless the conclusion of the season to identify
the players “buy in” to its success the successes of the team and areas
– believing that is achievable and for improvement. With junior teams, it
taking the steps necessary to achieve may be that the coach does not coach
the objectives the plan sets out. the team for the following competition,
Accordingly, the coach must not only or the players in the team may change,
develop the plan but must communicate however the plan can be the foundation
the plan. for the following year and the review can
extend or “roll over” the plan, with a new
This can be done through various
starting point and new objectives.
means such as:
Coaches within a club should share this
• meeting with players/parents to discuss
information about teams and players to help
the plan;
achieve long-term development goals.
• meeting with club administrators to
discuss the plan and identify what the Reflecting Upon the Plan
coach needs from them; In addition to reviewing the specifics
• stating the “objectives” of every practice of the plan, the coach should take the
session and linking them to the overall opportunity at the end of the season
objectives in the plan. to reflect both upon the plan and the
planning process. In doing this, they
There is no universal secret of how to
should consider:
best communicate the plan, however
without communicating the plan it is • How accurate was their assessment of the
doomed to fail. team? Were the objectives for the team too
challenging, or not challenging enough?
Implementing the Plan • Were the resources they had sufficient?
How much a coach of a team needs to What other resources might they like
do can sometimes seem overwhelming and how could they be obtained? Was
and it can be hard to identify where sufficient direction provided to assistant
to start. There is no better way to get coaches and managers?
started than to start!
• Were there factors not considered in
Changing the Plan preparing the plan but which should be
The coach should review their plan considered for the next plan?
regularly. Each practice and game • Was the plan well supported – did the
provides an opportunity to review how players “buy in”? Could the coach have
the team is progressing toward the communicated the plan better?
objectives in the plan. It can also be Again, seeking feedback from players,
useful to have a colleague watch a parents or colleagues can help with
practice or game and give their opinion this reflection. Most importantly, in
on where the team is progressing. undertaking the reflection the coach
Such reviews may indicate that the team should take time to identify what went
is progressing faster, or slower, than the well and what success the team had!
coach had initially anticipated and this
may require changing the plan. Similarly,
there may be external factors that require
a change to the plan. For example, the
team may face zone defences in their
first few games and the coach may not
have planned to introduce offensive
principles against a zone defence
until later in the season but may now
introduce some of them earlier.
Coaching manual 36
2. Know-how 2.2 Planning 2.2.2 Designing offensive and defensive schemes
Coaching manual 37
2. Know-how 2.2 Planning 2.2.2 Designing offensive and defensive schemes
Coaching manual 38
2. Know-how 2.2 Planning 2.2.2 Designing offensive and defensive schemes
Coaching manual 39
2. Know-how 2.2 Planning 2.2.2 Designing offensive and defensive schemes
Coaching manual 40
2. Know-how 2.2 Planning 2.2.2 Designing offensive and defensive schemes
• Time left on shot clock when offence progress into front court
Defence – • Ball not with point guard when opponent’s offence starts
Trapping Full Court • Deflected passes
• Opponent’s offence starting on non-preferred side of court
• Number of times offence “reverse” the ball (pass from one side to the other)
Defence – • Number of times opponent penetrates/the ball enters the key
“pack line” half court 8 • Number of times penetration is stopped by a rotating defender
• % of shots taken from outside key
Defence – • Number of times the low post player passes the ball (% of touches)
double-team low post
Coaching manual 41
2. Know-how 2.3 Communication 2.3.1 Managing the media
2.3 Communication
2.3.1 Managing the Media
For some teams (particularly in professional leagues) the
media can be a constant presence and can be a distraction
for both players and coaches.
In other teams (e.g. junior teams) the • Respect – anything said to the media will
media may be relatively uninvolved and come to the attention of opponents, and
the coach’s role may be to seek out coaches (and players) should avoid saying
media coverage. anything that may be disrespectful about
Important considerations when dealing opponents. Opponents are likely to use
with the media are: such comments as motivation;
• Clear lines of authority – who can comment • Reflection – coaches will often be asked
upon matters? If anyone outside of that is to answer questions immediately after a
asked about a topic their response should game (or even during a game) which can
simply be “no comment”; be a time of high emotion. Coaches can be
candid in such interviews (e.g. “we did not
• Key messages – having a position on an
play well today”, “we were out-rebounded
issue and re-iterating that message in all
and we need to address that” etc).
dealings with the media;
However, coaches should be careful about
• Briefing – it is important for the club making any personal criticism or drawing
(and it may not be the responsibility of the conclusions regarding the performance,
coach) to ensure that people that may be instead leaving that for review within
asked questions by the media are briefed the team.
about issues;
Coaches should practice interview
• Access – at times, coaches may be technique if it is likely that they will be
tempted to stop players interacting with contacted by the media. Rather than
the media, particularly if it is seen as a avoid media commitments (for themselves
distraction to players. In making that and players) the coach should consider
decision, the coach must understand what designating times when the media can
obligations the club or the league has contact them.
regarding player availability. Excluding
the media can also create greater interest
from the media;
• Solidarity – coaches and players should
not use the media to air grievances within
the team, although the media will certainly
invite such comments;
Coaching manual 42
2. Know-how 2.3 Communication 2.3.1 Managing the media
Coaching manual 43
2. Know-how 2.3 Communication Follow-up
Follow-up
1. What is your vision for the team? Do you think that others in the team know what your vision is
and do they share it? Discuss with them.
2. Discuss with a coaching colleague how they prepare an annual plan and discuss any differences
in approach between you and them.
3. If you were the coach of an U18 team within your club, how could influencing other junior coaches
within your club (at the younger age group) help to implement an overall offensive and defensive
scheme for the club?
Coaching manual 44
Level 3
coach
Chapter 3
Development
Coaches manual 45
Chapter 3
development
3.1 Understanding the game
3.1.1 Integrating and responding to international trends 47
Coaches manual 46
3. Development 3.1 Understanding the game 3.1.1 Integrating and responding to international trends
3.1 Understanding
the Game
3.1.1 Integrating and Responding
to International Trends
Coaches will commonly incorporate in their offensive
or defensive systems aspects that they have seen from
other teams – either teams that they play against or other
games that they watch.
Coaches manual 47
3. Development 3.1 Understanding the game 3.1.1 Integrating and responding to international trends
While observing the pattern of play 4. Understand what makes the main
the coach should also observe what action work!
the opponent is doing. If watching an Again, this is about watching a whole
offensive pattern of play, the coach team, not just a particular part of the play.
should also observe: For example, a team may front the post
• What defence is being played (e.g. man and a coach may wish to introduce that
to man or zone, trapping or sagging etc); in their own tactics. Before introducing it
• The positioning of particular defenders though, they also need to understand the
(e.g. a player setting a ball screen may position of other defenders (e.g. help line
“slip” the screen when the defenders behind the post player), the principles of
move into position to double-team) – does defensive rotation that the team uses etc.
the movement change if defenders act Coaches must also be able to respond
differently? to trends amongst the teams that they
• Any verbal or visual cue from the defence are playing against as part of their
(e.g. some teams call “red” to signal a preparation. Rather than introduce
double-team); something specific to counter a
specific play, the coach may emphasise
• When in the shot clock was the play run?
principles of play (e.g. trapping a ball
Does movement change if there is more
screen). The coach’s response must
or less time left on the clock?
also consider what the opponent is
likely to do.
For example, when trapping a ball
screen, the screener may cut to the
basket and the coach will accordingly
need to determine a rotation to defend
that cutter.
Coaches manual 48
3. Development 3.2 Coaching style and philosophy 3.2.1 LTAD - understanding the LTAD model
Coaches should have a long-term view • Stage 5: Train to Compete (girls 15-21,
in regards to developing their athletes, boys 16-23)
which is why every player should be given • Stage 6: Train to Win (girls 18+, boys 19+)
the opportunity to play in all positions.
• Stage 7: Active for Life (any age of
Indeed, a primary purpose of a coach
participant).
of junior athletes is to develop their love
of the game of basketball so that they The aim of stages 1-3 is to develop
physical literacy before puberty so
continue to play in the long-term.
that children have the basic skills to
Stages within basic be active for life. This physical literacy
LTAD model includes the wide variety of movement
(running, jumping etc) as well as the
The overall aim of the LTAD framework
basic sport skills (such as throwing,
is to: catching etc).
1. Allow participants to find fun, fitness, During these stages the children also
social interaction and self-fulfillment make choices to engage in physical
through an all-inclusive sport activity, sport or recreation activities
environment; and and clearly if their involvement in sport
2. Provide competitive pathways that are is not enjoyable, they are less likely to
developmentally appropriate and lead make the choice to be physically active.
players to the highest possible levels The stages also provide the foundation
of achievement. for those who wish to pursue “elite”
Broadly there are seven stages within training in a particular sport.
the basic LTAD approach: 9 Importantly, physical literacy is
• Stage 1: Active Start (0-6 years) influenced by the individual’s age but
also factors such as maturation and
• Stage 2: FUNdamentals (girls 6-8 years, capacity. Coaches should not simply
boys 6-9) divide players by age but should also
• Stage 3: Learn to Train (girls 8-11, look to “match” them taking into
9 This section is drawn from Long-Term Athlete boys 9-12) account physical maturation and social
Development 2.0 published by Canadian Sport factors (e.g. playing with friends).
for Life (for further iformation see www.LTAD.ca • Stage 4: Train to Train (girls 11-15,
or www.canadiansportforlife.ca) boys 12-16)
Coaches manual 49
3. Development 3.2 Coaching style and philosophy 3.2.1 LTAD - understanding the LTAD model
Stages 4-6 represent the “elite” Coaches should consider the following
specialization which allows athletes to guidelines in selecting players and in
reach their highest level. Basketball is coaching those players:
a relatively late-spcialization sport as 1. Develop all players equally. Whilst they
the skills of the game do not need to be have different talents and skill levels,
acquired prior to puberty. the coach should give all players the
Opportunities for all players opportunity to develop all aspects of
the game.
“Talent Identification” is a very inexact
science. For every “rule” that exists 2. Don’t select players based upon last year.
(e.g. “players must be tall and athletic It can be difficult to make the decision
to succeed in basketball”) there are on who will be in your team, particularly
exceptions (Muggsy Bogues and Spud at a selection trial with many players
Webb both played in the NBA and were vying for the team. There is likely to be a
both shorter than 6 foot! (183cm)). mix of players the coach is familiar with
(perhaps having coached them before or
Whilst science loves averages and
having watched them play) and there may
“typical” patterns, few players are
be some players who have previously
actually average or typical. Coaches
trialled but who the coach did not select
should provide opportunities for as many
as well as some players the coach has not
players as possible to participate in
seen. Spend most of your time observing
the sport.
the players that you didn’t select last year
Each national federation will have a and have never seen, so that you can get
pathway for athletes, and coaches an “up to date” view on their ability.
should understand what that pathway is.
3. Select players based upon what you think
Information can be obtained by speaking
you can teach them to do, not what they
to other coaches or contacting the
can currently do.
federation. Coaches should encourage
players to participate in such programs. 4. When you don’t select a player, give
them some practical feedback on areas
Coaches of junior players should also be
that they can improve. Missing out on
conscious of the “relative age” effect,
selection will often motivate players to
which is simply that players physically
“work on their game”.
mature at different rates and coaches
may confuse physical maturity with Coaches may wish to use a “traffic light”
ability. Players that are physically approach to selections, particularly if
stronger will often have success at a they have more than one session.
junior level because of that physical In this approach coaches initially rank
difference, however as other players each player as either:
develop both physically and mentally - green light (definitely progress to next
they may become better than those stage of selection);
players that initially dominated.
- red light (not up to standard for selection);
- amber light (unsure).
After this initial assessment, the coach
should spend more time assessing the
“amber” players.
Be demanding of your athletes but make
your demands appropriate to their level
of physical maturity. If in doubt as to
what they can do, seek advice.
Coaches manual 50
3. Development 3.3 Own coaching development 3.3.1 Creating a coach’s development plan
All coaches should invest in their own • Is the coach happy with the culture and
development, which may require some work ethic of the team and of individual
financial outlay and will certainly players – how could the coach improve this
involve time. amongst the team?
Before considering specific • Are assistant coaches actively involved
development activities, the coach in the planning and delivery of practice –
should consider what their values are could they be more involved?
as a coach as this can help to evaluate
From this reflection the coach may
specific opportunities that may arise.
identify areas for development and
The starting point of any development
could then discuss with other coaching
plan is to assess the coach’s strengths
colleagues how they might be able
and weaknesses.
to increase their knowledge and
The coach may identify areas that they
understanding in these areas.
wish to improve, such as a technical
aspect of the game, how they teach The coach may also wish to speak
aspects of the game or topics that are with coaches that they have worked
not basketball-specific (e.g. leadership, with or their former players to get their
budgeting, time-management, principles impressions on how effective or enjoyable
of coaching etc). practice sessions were and what they
In trying to identify areas for their own thought were the coach’s strengths.
improvement a coach should consider: In addition to personal reflection, it can
• Players that have left their programme – be very beneficial for the coach to seek
was there something specific that the input from colleagues or mentors about
player was seeking and did not get in the areas in which they need to improve.
programme? This may reaffirm what the coach had
• Does the coach normally get through identified or it may raise things that the
everything that was included in their practice coach had not identified. The coach
plan – could they plan more effectively? must be open to receiving this feedback
• Players with whom the coach has not had a and should speak with people who
good relationship – what was their player’s will give an honest opinion, not simply
personality, did the coach try any different repeat the coach’s own thoughts.
approach to connect with that athlete?
• Team concepts which the team are not
performing well – could they be taught
another way?
Coaches manual 51
3. Development 3.3 Own coaching development 3.3.1 Creating a coach’s development plan
The range of activities that the Perhaps the most important aspect of
coach can consider including in their a development plan is to both write it
development plan is virtually endless down and also talk to people about what
and once the coach has identified what you are doing and why? In a busy life it
they want to gain they can evaluate is easy to put off development activities
various activities by the ability to deliver or simply not find the time to do them,
that benefit. Some types of activities and the coach should put in place
that can be considered are: strategies to help to hold themselves
• Formal study at a university or college; accountable for implementing the plan.
• Attending a coach accreditation course
or a clinic;
• Working with or observing another coach
(whether or not involved in basketball);
• Having a coach mentor observe them
and provide feedback;
• Working with or observing a respected
practitioner in another area (e.g. spending
time with a business leader to observe how
they lead their team);
• Reading books or articles;
• Visiting other programs, particularly if they
are likely to take a different approach
(e.g. a programme in another region);
• Participate in forums or discussion groups.
Coaches manual 52
3. Development 3.3 Own coaching development Follow-up
Follow-up
1. How do you currently try to keep up with international trends in how basketball is played?
Discuss with a coaching colleague what they do.
2. What do you think is the most significant trend at the moment in international basketball?
Discuss your answers with a coaching colleague. What would your response be to this trend?
(E.g. if it is an offensive trend, how would you defend it?)
3. Are you involved in the talent development programs in your region? How could you get more involved?
4. Reflect upon a junior team you selected. Did you select players based upon their skills at that time
or the potential you thought that they had?
5. Discuss with a coaching colleague the criteria that you can look for when estimating the potential that
an athlete has. Are there any guidelines available from your club / region / federation that could assist?
Coaches manual 53
3. Development Notes
Coaches manual 54
Level 3
coach
Chapter 4
management
Coaches manual 55
Chapter 4
management
4.1 Helping athletes manage themselves
4.1.1 Player agents 57
4.1.2 College/university scouts 59
4.2 contracts
4.2.1 Overview of contracts 62
Follow-up 63
Coaches manual 56
4. Management 4.1 Helping athletes manage themselves 4.1.1 Player agents
Coaches manual 57
4. Management 4.1 Helping athletes manage themselves 4.1.1 Player agents
When DO YOU need an agent? To help identify your needs, ask yourself
The first step is to consider whether the following questions – if you answer
or not you actually need an agent’s yes to all or most of them, then working
services. As outlined above, agents with an agent may be a good choice:
can help negotiate on your behalf and • Could I use help negotiating my contract/
identify additional sources of income, salary with my current team (or am I looking
thereby giving you more time to focus for a new team)?
on your on-court performance. • Do off-court commitments (e.g. public
But if your career is not at a level where appearances, travel, etc.) put demands
sponsorship deals and complex contract on my time for training, practice, and
negotiations are interfering with your developing my on-court performance?
performance, then you may prefer not • Do I have (or am I looking to gain)
to make the financial investment of an sponsorship agreements?
agent’s services.
• Do I have an interest in additional sources
of income related to my career (e.g.
endorsements, speaking tours, etc.)?
• Is my career at a level where I need
help managing all the details that come
with making more money, having more
opportunities, and being contacted for
various off-court engagements?
There is a complete handbook which
you may like to download (for free)
from the FIBA website (www.fiba.com).
Coaches manual 58
4. Management 4.1 Helping athletes manage themselves 4.1.2 College/University scouts
Coaches manual 59
4. Management 4.1 Helping athletes manage themselves 4.1.2 College/University scouts
Coaches manual 60
4. Management 4.1 Helping athletes manage themselves 4.1.2 College/University scouts
• Who is responsible for paying for travel The NCAA places restrictions on the
to and from the USA? contact coaches can have with players
• How do I break the scholarship if I am both during the season and in the off-
homesick or unhappy at the college/ season. During the off-season you may
university? In particular, is there any not get much coaching. The head coach
commitment to repay the scholarship? of a college or university basketball
programme is usually full time and are
• What academic grades (SAT/ACT scores
often under considerable pressure to
and Grade Point Average) do I need to be
produce winning teams. This results
admitted to the college/university?
in some coaches not focusing on the
• What Grade Point Average do I need overall development of the athletes,
to maintain to stay on the scholarship? but instead focusing exclusively on
•Is the scholarship for four years or is trying to win.
it awarded annually? Many college coaches play very strict
What to do if a scout/coach “systems” that give players particular
contacts me? (and sometimes quite limited) roles.
Not all coaches do this but those that
It is ok to answer questions and to provide
do are probably not going to develop
information to the coach about the teams
your basketball game very much.
you have played with etc. However,
players should be encouraged not to make College and university basketball rules
any commitment without finding out all the also differ from some FIBA rules (e.g.
information that they need. longer shot clock (35 seconds), closer
3pt line) and it may be best for your
Will a player’s development to play FIBA rules.
basketball improve in
a college programme? When would I start
College or university can be a good way
College/University?
to develop your game. Most college The US academic year starts in August
and university programs involve daily or September each year. It is possible
training from the start date of official to start “mid-year” (i.e. in January)
basketball practice (early November) although this is unusual.
to the end of the season (March).
Further information
There are a number of resources available online that can help prospective
student-athletes, such as:
Coaches manual 61
4. Management 4.2 Contracts 4.2.1 Overview of contracts
4.2 contracts
4.2.1 overview of contracts
Many coaches, particularly of juniors, do so on a voluntary
basis, however there are certainly opportunities for
coaches to be paid on a full-time basis.
Coaches manual 62
4. Management 4.2 Contracts Follow-up
Follow-up
1. Are any of the players that you coach interested in playing basketball at a professional or college level?
Where are they getting their information about the opportunities that exist?
2. What advice would you give to a player who was approached by a player agent offering their services?
Discuss your answer with a coaching colleague.
Coaches manual 63
4. Management Notes
Coaches manual 64
Level 3
Player
Chapter 1
offensive
basketball skills
COACHES MANUAL 65
Chapter 1
Offensive
basketball skills
1.1 passing
1.1.1 Creative passing 67
Follow-up 69
COACHES MANUAL 66
1 Offensive basketball skills 1.1 Passing 1.1.1 Creative passing
1.1 Passing
1.1.1 Creative Passing
Plato reminded us that “necessity, which is the mother
of our invention” is often the spur to creating a way to
achieve something.
COACHES MANUAL 67
1 Offensive basketball skills 1.1 Passing 1.1.1 Creative passing
A common mistake when players try to Players also struggle at times to throw
throw a behind the back pass is to “cup” a behind the back pass to a team mate
the ball, having their hand underneath. that is in front of them. To achieve this,
This is often a result of not feeling in the player must turn their upper body
control of the ball. To make the pass away from their team mate, creating the
successfully the player must have their passing angle between their hand and
hand on the side of the ball, pushing it in the the team mate.
direction of their teammate (if the hand is
underneath the ball it will push the ball up). Pocket Pass
Wrapping the ball around the waist A pocket pass is commonly used in
as fast as possible will help players to “traffic” where there is little space.
It is similar to simply dropping the ball
develop a better sense of control on the
to be picked up by a team mate, although
ball, and will improve their ability to throw
it is thrown to direct it exactly where it
a behind the back pass.
needs to go. The Pass is thrown from
the passer’s hip.
A post player will often use a “pocket pass” to a team mate that is cutting past them.
It is important that they are passing to the side away from their own defender.
3 5
x5
A pocket pass is also commonly used by a dribbler, particularly when they have
come off a ball screen and are passing to the screener as they cut.
5
1
Pass fakes on the move For example, as the player picks the
The importance of pass fakes to create a ball up (landing their first foot) they may
passing lane is highlighted in the mantra fake passing in one direction, and then
“fake a pass to make a pass”. Faking a as they take their second step, pass in
pass when on the move is difficult and is another direction (or shoot).
most easily done when taking steps as if The effectiveness of any pass fake is
to shoot a lay-up. increased by turning to look in the direction
of the proposed pass and/or turning the
upper body to that direction as well.
COACHES MANUAL 68
1 Offensive basketball skills 1.1 Passing Follow-up
Follow-up
1. Do you encourage or discourage players to be “creative”? Discuss your approach with a
coaching colleague.
COACHES MANUAL 69
1 Offensive basketball skills Notes
COACHES MANUAL 70
Level 3
Player
Chapter 2
Physical
preparation
COACHES MANUAL 71
Chapter 2
Physical
preparation
2.1 Strength and conditioning
2.1.1 Individual strength and conditioning programmes 73
2.2 Nutrition
2.2.1 Using nutritional supplements 75
Follow-up 77
COACHES MANUAL 72
2 Physical preparation 2.1 Strength and conditioning 2.1.1 Individual strength and conditioning
However, a coach should only provide • The minutes that the athlete will play
specific programs for a player if they have during the season as their conditioning
expertise in that area. Most coaches do programme in particular may need to be
not have the relevant expertise. varied – for example a player that plays
Coaches that do not have the expertise only a few minutes each game requires
need to seek assistance from a conditioning programme that keeps the
appropriately qualified coaches in “game conditioning”.
the area of strength and conditioning. Although players may have separate
The coach should meet with the expert programs, it is often worthwhile for them
to make sure that they have a good to train with other team mates, as this
understanding of the game of basketball can help with their level of motivation
and the player’s position, so that they and can also encourage team mates to
can devise an appropriate programme. “bond”. The coach should be prepared
The coach needs to work with the (particularly in the pre-season) to make
expert and in particular should discuss: allowance in the on-court schedule to
assist players to complete the other
• The player’s schedule – when the season
aspects of their training.
starts/finishes and the on-court training
load the player will have at the various Some particular advantages of an
stages of the programme; individualised programme are:
• The player’s workload – the coach may need • It can be tailored specifically to the needs
to reduce the player’s workload at peak times of each player, taking into account their
for strength and conditioning development; current level of “fitness”, the role they play
within the team and the style of play used
• Incorporating strength and conditioning
by the coach;
in practice – whether this is done by the
expert coming to training or simply giving • Each player will have different flexibility
instruction to the coach; and joint mobility (which will reflect
their genetics or any history of injury/
rehabilitation), and exercises can be
selected both to improve factors as
appropriate whilst taking into account
those limitations;
COACHES MANUAL 73
2 Physical preparation 2.1 Strength and conditioning 2.1.1 Individual strength and conditioning
• It can be incorporated into “sport • The plan will reflect the level of
specific” movements; experience and competence of each
• It can set goals that are both set against athlete. For example, athletes are
objective “norms” (where data is available) often best avoiding the use of weights
and goals that are relative to each athlete. machines until they have mastered the
The latter goals will often be regarded by basic techniques and have developed
the athlete as more realistic and attainable; the necessary strength to be able to
use the machines.
COACHES MANUAL 74
2 Physical preparation 2.2 Nutrition 2.2.1 Using nutritional supplements
2.2 Nutrition
2.2.1 Using Nutritional Supplements
In many countries, the use of “supplements” is common
in an effort to enhance health or to boost exercise
performance. Supplements can be found in pill,
tablet, capsule or liquid form.
COACHES MANUAL 75
2 Physical preparation 2.2 Nutrition 2.2.1 Using nutritional supplements
COACHES MANUAL 76
2 Physical preparation Follow-up
Follow-up
1. What advice would you give to a player that wanted to “put on weight”? Discuss your approach
with another coach.
2. Do your players currently follow a weights programme? If so, who prepared it and who supervises them?
If not, how could you get a programme prepared for them? Discuss with other coaches.
COACHES MANUAL 77
2 Physical preparation Notes
COACHES MANUAL 78
Level 3
TEAM
Chapter 1
defensive tactics
and strategies
Coaches manual 79
Chapter 1
defensive tactics
and strategies
1.1 Common defensive patterns
1.1.1 Pack line defence 81
1.1.2 Defending horns set 87
Follow-up 91
Coaches manual 80
1. Defensive tactics & strategies 1.1 Common defensive patterns 1.1.1. Pack line defence
Whilst the term “pack line defence” is • Post defenders using a ¾ position on
relatively new, the concept of “sagging” the high side to deny the post player
defence is certainly not. the ball. Post defenders trying to move
However, the “pack line defence” is the post player so that they are not able
not designed to be a passive or soft to establish position in the post. Some
defence. Instead, its effectiveness coaches will front a low post player
relies upon: when the ball is at the wing, and in this
alignment may allow them to have position
• The player defending the ball doing so
“on the block”.
with a high degree of pressure;
The “Pack Line” is simply an area inside
•If a player has a “dead ball” (i.e. they have
the 3 point line (approximately 16 feet / 4.9
already dribbled and cannot dribble again)
metres) from the basket. When defending
all defenders moving into position looking
a player that does not have the ball, the
to steal a pass;
defender must have both feet within the
• Defenders being able to contain the ball “pack line”, positioned approximately half
and not get beaten off the dribble; way between their direct opponent and
the player with the ball.
The difference between this sagging
position and defence that incorporates
“denial” positioning is shown below:
x1
1
Coaches manual 81
1. Defensive tactics & strategies 1.1 Common defensive patterns 1.1.1. Pack line defence
2 x3 3
x2
x1
1
Defenders will try to stop post players establishing position in the “post box”.
If the ball is at the top of the key, the defender should deny from a ¾ position on
the high side.
5
x5
Some coaches will also “front” the low post when the ball is at the wing (shown in
red), others may maintain a ¾ position (shown in black).
x5 5
x5
It is at the discretion of the coach, how to defend the low post player,
2
Similarly, coaches may opt to double team the post player once they receive the ball.
5 x4
x5 Coaches may choose to double the low post from the split line and/or crowd the
2 x2 4 post player from the wing defender.
Coaches manual 82
1. Defensive tactics & strategies 1.1 Common defensive patterns 1.1.1. Pack line defence
Advantages of Weaknesses of
Pack Line Defence Pack Line Defence
Key advantages of utilizing the pack Relative weaknesses of the Pack Line
line defence are: Defence are:
1. It prevents dribble penetration as the 1. When used with young players, on ball
sagging defenders are in a position to defenders may not develop the ability to
help, making it hard for offensive players contain the dribbler, instead relying upon
to find a “gap” to penetrate. This should the help that is inherent in the defence.
also give the on-ball defender confidence 2. The defence requires defenders to
to be aggressive, knowing that there is constantly “close-out”, which is a
help if they are beaten. difficult defensive skill to master. If it is
2. It provides protection against back not done well, the opponent may have
door cuts and flash cuts, with sagging opportunities to penetrate creating higher
defenders being in a position to help. percentage shots.
3. An effective pack line defence is likely to 3. An opponent that shoots well from the
cause an opponent to take more shots from perimeter may do well against the defence.
the perimeter and those shots should be 4. If there is no shot clock, the opponent
contested. This can result in the opponent may be able to run significant time off the
shooting a lower percentage, particularly clock before shooting.
if the defensive team rebound well and do
Having regard to these weaknesses,
not allow the opponent to score “second
it is not recommended that young teams
chance” points.
use the Pack Line defence. It should
not be used until all players are
proficient at closing out and containing
perimeter dribblers.
Practicing Fundamentals
of Pack Line Defence
Two key skills should be practiced
regularly to implement the Pack
Line Defence:
• Close-out – moving from an off ball
defensive position to defending the player
with the ball.
• Positioning – adjusting position every time
the ball or their opponent moves.
Coaches manual 83
1. Defensive tactics & strategies 1.1 Common defensive patterns 1.1.1. Pack line defence
x1
3 2
1
4
1 passes to either wing player and x1 adjust their position to be in the “dribble gap”
(half way between 3 and 1)
3
2
x1
1
4
As 1 cuts to the basket, x1 must “bump” the cutter and defend them the cut to the
middle of the key.
3
x1 2
The ball is passed to the next player at the point position, and x1 again closes out.
1
3 x1
2
Coaches manual 84
1. Defensive tactics & strategies 1.1 Common defensive patterns 1.1.1. Pack line defence
After x1 has defended 2 cuts, on a third close-out they play live 1v1. Limit the
number of dribbles that the dribbler has to 2 or 3, to focus on them penetrating
to the basket.
3 x1
2
2 on 1 Position
This is another activity that practices defensive position, and particularly the
“gap dribble” position.
x1
The coach moves and 1 adjust their position, x1 adjusts themselves to be in
C
1 a correct position
As the coach penetrates toward the key, x1 must “hedge” to stop the penetration
and then recover to defensive position to defend 1.
1
x1
When the coach passes to 1, x1 must close-out to 1 and be in position to stop any
baseline penetration
1
x1
Coaches manual 85
1. Defensive tactics & strategies 1.1 Common defensive patterns 1.1.1. Pack line defence
As the ball is passed back to the coach, x1 must “jump with the ball” to get into
the “gap dribble” position and then continue to adjust as the coach moves.
x1
1 After 30 seconds or so, the coach calls “live” and then when 1 has the ball,
they attempt to score.
2 3 When 2 has the ball, x4 either plays ¾ or fully front, depending upon coach preference.
When the ball is at the point position (with 1) x4 must play “on the line, up the line”
1 to deny any pass to 4.
If the ball is passed to the low post, x4 must move to a position behind the post player.
The defender should keep their hands high and contest a shot without jumping.
4
x4
2 3
As the ball is reversed, the post player can cut to the opposite post. The defender
should “bump” the cutter and then establish ¾ front position.
4
x4
2 3
Coaches manual 86
1. Defensive tactics & strategies 1.2 Common defensive patterns 1.2. Defending horns set
Commonly the on ball defender will force the dribbler to one side of the court and
will negate their ability to use one of the screens. This allows other defenders to
adjust their position based upon where the ball is likely to go.
Usually the defender will force the dribbler to their non-preferred hand although
a team may also choose to force to a particular side of the court.
4 5
x1
1
The defence should consider what the offence is trying to achieve. For example,
here the offence usually dribble away from 5 so that they can pass to 5 as they dive
to the basket.
In this situation x1 would force 1 away from 4’s screen and make them use the
screen by 5 which is their least preferred option. Tactics such as this will depend
4 5
x1 upon which players are involved in the screen action and would be identified in the
1 “scout” prepared by the coaches.
Another common tactic used by teams is to vary the defensive tactic based upon the
game situation – for example, double teaming the ball screen whenever the shot
2 3 clock is less than 10 seconds.
x2 x3
Here x3 and x5 move toward the middle of the court to be able to defend if 4 drives
to the basket, or if 1 attempts to drive to the basket.
4 x5 5
x4
x1
1
Coaches manual 87
1. Defensive tactics & strategies 1.2 Common defensive patterns 1.2. Defending horns set
Other teams will have x4 “hard show” (to force 1 wide) and then have x1 move over
the top of the screen to continue to force 1 toward the sideline.
2 3
x2 x3
x2 moves to deny any pass to 2 (the easiest pass) and x5 and x3 drop into a help
position. Their primary responsibility will be to defend any cut to the basket by
either 5 or 4.
x4 x5
4 x1 5
1
x4 recovers to follow 4’s cut and x5 (who “bumped” the initial cut by 4) moves back
to deny 5 (which is also an easy pass).
2 3
x3
x2
x5
x4 4 5
x1
1
2 3
x3 They must keep 1 above 4’s position on the floor to avoid any “re-screen” action.
x2
Similarly, x1 does not move in front of 1 as this would allow them to dribble back to
x5
the middle (and possibly a re-screen).
x4
4 5
x1
1
Coaches manual 88
1. Defensive tactics & strategies 1.2 Common defensive patterns 1.2. Defending horns set
2 3
x3
x2 moves to deny the pass to 2 and x5 and x3 drop into help position in the key.
x2
4 x4 x5 5
x1
Here 1 makes the “reverse” pass and 4 dives to the basket. 5 closes out to defend
5 and x3 will move to a denial position, but first, steps in to “bump” 4 and does not
3 move out until either x4 or x2 has established position to defend 4.
2 x3
x2
x5
4 5
x4
x1
1
Coaches manual 89
1. Defensive tactics & strategies 1.2 Common defensive patterns 1.2. Defending horns set
Other teams will have x4 “hard show” (to force 1 wide) and then have x1 move over
the top of the screen to continue to force 1 toward the sideline.
2 3
x2 x3
x2 moves to deny any pass to 2 (the easiest pass) and x5 and x3 drop into help
position. Their primary responsibility will be to defend any cut to the basket by
either 5 or 4.
x4 x5
4 x1 5
1
Coaches manual 90
1. Defensive tactics & strategies 1.2 Common defensive patterns Follow-up
Follow-up
1. Discuss with a coaching colleague the strengths and weaknesses of the Pack Line Defence?
2. What offensive structures are common in your competition? Discuss with a coaching colleague
the strengths and weaknesses of different tactics for defending those structures.
Coaches manual 91
1. Defensive tactics & strategies 1.2 Defensive schemes 1.2.1 Designing strategy for individual defenders
Coaches manual 92
1. Defensive tactics & strategies 1.2 Defensive schemes 1.2.1 Designing strategy for individual defenders
Obviously, the tactics a coach employs For example, the coach may instruct
with individual defenders depends their player to force the dribbler to their
upon their skill level and knowledge. left, without giving specific teaching
It is important that the coach teach all points, leaving it to the player as to
players offensive and defensive skills on how they will force that result. This
the perimeter and in the post. However, can particularly be employed during a
the coach can also set a challenge for game in response to what an opponent
their player, based upon an outcome. is doing in that game.
Coaches manual 93
1. Defensive tactics & strategies 1.2 Defensive schemes 1.2.2 Having multiple defences against on ball screens
As a general rule in order defending the There are many ways to defend the “pick
“pick and roll” requires: and roll” and successful teams will often
• Players to have good court vision, so that defend situations differently based upon
they are aware of where all offensive and (a) where on the court it occurs, (b) the
defensive players are positioned; particular offensive players involved and
their strengths and (c) any limitations of
• Being aggressive and decisive, often the
their own players.
success of the defence depends less upon
the particular tactic used and more upon Here we describe a defensive scheme
how well the players work in unison to that incorporates a range of different
force the offence to react; techniques for defending the pick and
roll. It is not suggested that coaches
• Good timing and efficient movement.
implement this specific defensive scheme,
rather it is included to show the level of
detail that a coach may wish to include in
devising their own defensive scheme.
Defending “Horns”
“Horns” or an “A-Set” is a common offensive tactic, which places two high post
places at the elbow (or elbow extended) who set screens for the dribbler.
4 5 In this scheme, do not force the dribbler any particular way. Instead, the ball
defender is aggressive and forces the dribbler to change direction at least once
(and better twice) prior to them using either screen.
x1
1
Coaches manual 94
1. Defensive tactics & strategies 1.2 Defensive schemes 1.2.2 Having multiple defences against on ball screens
To prevent the dribbler using the screen that they wish to (e.g. they may be
particularly effective moving to their left). In this situation the defender (x4) must
step “vertically” from the screen so that the dribbler cannot move in that direction.
x4
4 x5 5 The screen defender keeps contact with the screener. This will usually force the
screener (4) to cut to the basket, and they are defended by the other post player (x5).
x1
This may leave 5 open at the elbow, however that is preferable to 4 getting open at
1 the basket.
The screen defender, who stepped to stop the dribble must now sprint to recover to
defend the high post. Players from the perimeter do not move to help on the high
4 post as this will allow an open 3.
x5
x1
x4
1
If the ball handler (1) is a good perimeter shooter, x1 will fight over the ball screen.
x4 x5 5
4 x1
x4 x5 5
4 x1
Coaches manual 95
1. Defensive tactics & strategies 1.2 Defensive schemes 1.2.2 Having multiple defences against on ball screens
The ball defender (x2) moves to force the ball handler in the direction of the screen.
3 They must stop the ball handler from dribbling away from the screen (baseline).
x3
x2
The screen defender moves “vertically” to pressure the dribbler.
4 x4 5 2
x5
x1
The other defenders sag into the key. In particular, the high post defender moves
to the “low split” and is ready to defend the screener if they cut to the basket.
1
x1 rotates down to help pressure the high post and x3 also sags into the key.
If the ball is passed from the wing, players return to their own player.
3 x4 may hesitate at the low split, allowing time for x5 to recover.
x3
x4 5
x2
4 2
x1 x5
Alternatively, if x5 and x2 switch, x4 moves into the key to put additional pressure
3 on the ball handler.
x3
x2
4 x4 x5 5 2
x1
Coaches manual 96
1. Defensive tactics & strategies 1.2 Defensive schemes 1.2.2 Having multiple defences against on ball screens
However, in this instance, if 5 cuts to the basket, x2 switches with x4 so that a “big”
3
x3 is defending the screener at the basket. This defence is particularly used where 4 is
not a good perimeter shooter.
x2
4 x4 5
x5
2
x1
If 4 cuts to the basket (after x2 switches), x3 will step into the key to defend 4 and
3 x2 moves to defend 3 on the perimeter. Again, avoiding having a guard defend in
x3 the post area.
5
x4
4 x2
x5
2
x1
If the screen defender is unable to contain a ball handler, x2 and x5 do not switch
3 and x2 will usually go under.
x3
x2
4 x4 x5 5 2
x1
x1
Coaches manual 97
1. Defensive tactics & strategies 1.2 Defensive schemes 1.2.2 Having multiple defences against on ball screens
Often teams will have one screen set at the top of the key and have 4 in the
3 corner. This is used particularly when 4 is a good perimeter shooter. On the pick
4
and roll, 5 will cut to the basket while other players are ready on the perimeter to
catch and shoot.
2
5
When the screen is set outside the 3 point line, x5 will show strongly and then
3 recover to defend 5 as they cut to the basket. x3 and x2 both sag into the key,
4 x4 particularly x3 to help defend 5.
x3
When the screen is set inside the 3 point line, x5 will again show strongly to help
3 contain the dribbler and x1 will go over the screen if 1 is a good perimeter shooter.
4 x4
x3
Here x4 may sag into the key, as the pressure on 1 makes a quick pass to 4 difficult.
x2 2
x5 5
x1
1
If 1 is not a good perimeter shooter, x1 will go under the screen. However, here x4
3 must stay on the perimeter to defend 4.
4 x4
x3
x2 2
x5 5
x1
1
Coaches manual 98
1. Defensive tactics & strategies 1.2 Defensive schemes 1.2.2 Having multiple defences against on ball screens
Defending “4 Out”
4 Where a ball screen is set and all other players are on the perimeter. If the screener is
x4 not a good shooter, defenders switch and x1 sprints to stop 5 getting low post position.
x1
x5 5
x3
3 1
x2
If the low post player (5) gets the ball, the defenders trap, with x5 following the pass.
4
x4
x1 5 x2 rotates to defend 1, x3 rotates to defend 2 and x4 initially defends both players
on the weakside. Once x5 has established a good defensive position in the low
x3
3 x5 post, x1 releases to defend 4.
1
x2
To defend this, both x4 and x5 need to have moved quickly in transition and to be
inside the 3 point line.
The defender who would normally defend the screener (i.e. x4) does not do so and
2 x2 3
x3 instead slides in to the key at the “high split”. They are responsible to defend 4 if
x4 x5
they move to the basket.
x1
Coaches manual 99
1. Defensive tactics & strategies 1.2 Defensive schemes 1.2.3 Designing strategy for team defence
The coach may also opt to put less • “Stepping off” a player on the perimeter
pressure on some of the opposition that is usually a passer, in order to more
players, effectively allowing them to aggressively deny other players’
shoot in order to be able to put more • Setting a double team against a scorer,
pressure on the player’s that score the allowing passes, and then denying a pass
majority of the opponent’s points. This back to the scorer;
may include:
• Moving to a strong help line position,
allowing a pass to a player that is not a
strong scorer, to place more pressure on
dribble penetration;
• Not moving to help position when the ball
is penetrated by a player that prefers to
pass and instead remain in denial position.
Follow-up
1. Discuss with a coaching colleague how many different defensive structures or tactics they
have with their team? In what order did they introduce the various tactics?
2. Do you agree that junior teams need only one defence? Discuss your position with
a coaching colleague.
x4 is in position to guard the perimeter player in the corner if they are passed the
3 ball. They keep their hands active to discourage any pass into the low post area
7 5 x4 behind them.
x3 x5
6 4 x1 x2 2
If there is a ballside low post, x4 and x5 should both have a hand in front of the post to
deny any pass.
3
7 x4
x3
5
x5
6 4 x1 x2 2
When the ball is passed to the corner, the forward (x4) steps out and must deny any
7 3 drive to the baseline.
5 x4
x3 x5
x5 moves to ¾ front the low post, from the baseline side. x2 moves close enough to
x2 2
6 4 x1 deny any pass to the low post.
x2 must make sure that they keep vision of both the wing players and the player with
the ball. They face the player with the ball to make it clear that they are ready to help,
7 x4 3
x5 which may make it less likely that the player will drive.
x3 5
x2
6 4 x1 2
As the ball is passed out of the corner, defenders rotate their position.
3 If the ball was passed to the wing, x2 would take it.
7 x5
x4
x3 5
x2
If the ball is passed back to the point, defenders rotate back to the 1-2-2 alignment.
2 x1 may “hold” at the free throw line to deny a pass to 4, staying there until x2 or x3
6 4 x1
recover. x4 should have their hands in front of 5 to stop a pass to the low post.
3
7 5
x1 also drops to pressure the high post.
x5
x3 x2
x4
6 4 2
x1
1 Whilst x1 can pressure the high post, it is important that they keep vision of the
offensive player at the top of the key.
If the high post passes to the perimeter, x3 or x2 will move to take the ball.
3 Other players rotate into position.
7 5
x5
x3 x2
x4
6 4 2
x1
6 x3
x1
4 2
3 Importantly, if the ball is passed to the corner, this is taken by a guard (x3).
7 Other players rotate so that they end up with:
5
x5
• 3 players on the front line (x3, x5 and x4) – guarding the ball, low post and
x3 x2
x4 help position;
6 4 2
• 1 guard at the high post (x2);
x1 • 1 guard at the wing, close enough to the low post to help deny any pass.
1
x4 does not rotate to the low post position, because they could be “sealed” easily by the
3
7 x3 x5
5
post player. Post defenders should come from the baseline side to the post position.
x4
x1
x2
6 4 2
As the ball is passed from the corner to the point, x3 returns to a guard position.
3
7 x3 x5
5
x4
x1
x2
6 4 2
It is important that all players move while the ball is in the air.
7 3
5 x4
x5
x3 x1
6 4 2
x2
“Scrambling” Rotations
3 The rotations on a pass from the corner return defenders to the initial alignment. However,
7 x3 x5
5 if the ball is quickly passed to the opposite wing, the slides may need to be different:
x4
The alignment at the end is consistent with the initial slides shown. This “scramble”
is an example of being “efficient” with slides and having the closest defender move to
7 3 the ball.
5 x4
x3 x5
x1
6 4 x2 2
Avoiding Screens
A common tactic used against zone defences is to set screens on the “outside”.
x4
x5 x3 Accordingly, defenders need to adjust their position to ensure that a post defender
cannot set an effective screen.
2 x2
x1
4
Here. 4 can screen x1, providing 1 with a lane to penetrate into the keyway.
x1 needs to adjust their position so that they can move past the high post player.
1
When the screen is set, the defender should adjust their position, so that they can move
past the screen. They can move below (shown in green) or above (shown red) the screener.
x4 Moving below the screen may be preferred as it gives a better angle to stop penetration
x5 x3
by 1. However, if 1 is a very good perimeter shooter, x1 should move 4’s screen. If they
x1
2 move below it, they may be re-screened by 4 and not be able to defend a shot.
x2 x1 4
Defending Dribble
x1 should attempt to influence the ball to one side of the court or the other. Which
5 side will depend upon the “scout” and whatever tendencies the opponent has. If they
x5 x4
usually play from the right hand side, force them left!
x2
3 x3 4 2
As the ball is dribbled to the wing, x1 “hands off” the dribbler to x2, who guards them
x1
to the wing. Other players rotate the same as if the ball was passed to the wing.
If the wing player dribbles to the corner, the guard (x2) defends this.
5 x4
x3 x5 x4 rotates to the low post and x5 rotates to the help position – forming the three defenders
on the front line. x3 moves to defend the high post and x1 steps toward the wing.
x1
3 4 2
x2
Again, the resulting alignment is similar to when a ball is passed to the corner.
2 If the corner player dribbles out to the wing:
5 x5 x4
x2
• if a guard is defending (e.g. x2) – they remain on the player to the wing;
x1 • if a forward is defending – the “hand off” to the nearest guard and then rotate back
x3
3 4 onto the front line.
Trapping
The zone can trap at either the wing or the corner. The wing trap is set:
5 x4 • x3 moves to the wing as the ball is passed and x1 follows the pass
x5
(this works best when x1 is closer to the wing than the middle of the court);
3 2 • x2 moves to cover deny the high post
x3 4 x2
• x5 moves to short corner and x4 rotates to low post.
x1
x5 5
x4
x3
3 x1 x2 4 2
To trap in the corner, the guard from the wing follows the pass. This can be done after
2
trapping at the wing or just in the corner.
x5 5 x4
x3
A forward then defends the low post and guards defend both the high post and the wing.
3 x1
x2
4
The difference here from normal coverage is that the “help defender” is not present
1
3 x2 Here, x4 and x5 combine to deny the post, keeping their arms active to be in front.
x1 4
Once the ball is reversed, the guard from the high post defends the ball, and the other
3 guard rotates back to the high post.
5 x4
x5
x2
Similarly, if the ball is passed to the wing, the guard at the high post moves to defend
4x3 the wing. To help this, the guard may stand to the ball side of the high post player,
whilst keeping hands in front of the player to deny a pass.
x1
1 2
x1 stands to the ball side of 4 and steps across as the ball is “reversed” to 1.
3
5 x4
x5
x3
4
x1
x2
1 2
As the ball is passed to the wing, the forward may hedge toward the wing before
3 recovering back to the front line. This can give the guard time to get to the wing.
5 x4
x5
x3
x1
4
x2
1 2
Defending Penetration
“Containing” the ball is a critical defensive skill in both man to man and match up
5 zone defence.
x4 x5
3 4 If 1 penetrates, the other guards are responsible for stopping passes to perimeter
x3 x2 2
shooters – they do not help to stop the dribble.
x1
1
A common tactic is for the high post player to screen the ball defender. When this
screen is set, x4 and x5 move into a tandem position.
5
x5
x4 As the dribbler penetrates, x4 moves to stop the penetration. They recover back once x1
3 x3 x2 2 re-establishes good position.
4
x1
If the screener “pops” to the perimeter and receives the ball, the closest guard
moves to defend them and other players rotate to the initial alignment.
5
x5
x4
3 x3 x2
2
x1
1 4
Often the screener, will quickly pass to the wing – this “second pass” is often the most
effective at creating an open shot.
5
x5
x4
This is a “scramble” situation. The forward may need to guard the wing, and then be
3 x2 “bumped down” by a guard, to return to the normal alignment. This is shown in the
x3 2
x1 movement of x5 and x2.
1
4
Good communication is the key to this working. The aim is to make the most
“efficient” slides and if all team mates know what the others are doing, the defence
x4
5 can be effective.
x3 x5
3 Here the team rule can be “it’s only wrong, if you don’t bring your team mates along!”
x1 x2 2
1
4
The defence has now moved to the same alignment as when a single high post
receives the ball. The guards (x3 and x2) will move to defend any wing or corner
x3 x5
player that receives a pass from the high post.
x4 x2
3 4 5
2
x1
Accordingly, the defence may suit teams that have “bigs” that are slow guarding
perimeter players or have “swing players” that can guard both perimeter and post.
Key concepts
The key concepts of the 1-1-3 defence are: 3. Deny passes to the post –
1. Deny all penetrating passes; “front” low post players;
2. Influence the ball to one side of the court 4. Keep hands up and active to stop passes;
and keep it there; 5. Never let a cutter on the “strong side”
get in front of a defender.
Initial Alignment
4 Initially one guard (x1) defends the ball – the “up” guard. The second guard (x2) denies
5 the high post area. The guards have responsibility to guard the ball above the free
x3 x4
x5
throw line.
2 x2 3 The “frontline” (x3, x4 and x5) take position in the back of the zone, staying in front of
any low post player.
x1
1
The “Up guard” forces the play to one side of the floor. The frontline also “hedge” in
that direction, in anticipation of the ball moving to the wing.
4
5
x3 x4
x5
2 x2 3
x1
1
When the ball is passed to the wing, the front line moves to defend the ball. The
4 frontline and the guards adjust to form a “box” with two defenders at the high and low
5
x3 x5 x4
post (in front of any offensive players) and two defenders in the “help” position.
The players in the “help” position are positioned the same as “split line” in “man to man”.
2 x2 3
x1
1
x2 and x5 deny any pass to the post positions. x4 and x1 are in the help position.
4
5
x5 x4
x3
2 x2 x1 3
When the ball is passed to the strong side wing, the front line defender in the low post
4 “fronts”. The help defender becomes particularly important in order to stop any lob
5 passes into the post.
x3 x5 x4
2 3 Pressure on the wing player (so that they cannot make the lob pass) is also very important.
x2
x1
1
2 3
x2
x1
1
Alternatively, the wing player can rotate back into the low post position.
This can be effective when the low post is not occupied by an offensive player.
4
5
x5 x4
x3
2 x2 x1 3
4 However, it can also be used to get into a “fronting” position where there is an
5 x4 offensive low post player
x5
2 x3 x2 x1 3
The defender “fronts” the low post. Even if the offensive player moved toward the high
post, the frontline defender (x3) stays between the player with the ball and the post player.
4 x5
x3 5
x4
The on ball defender must not allow any baseline penetration.
2 x2 x1 3
When the ball is passed out of the corner, the wing is now taken by the high post
4 x5
defender. And the three front line players rotate across.
x3 x4
5
This is different to a penetrating pass (from the point to the wing) where the wing
2 x2 x1 3 would be defended by a front line player.
If the ball is then reversed to the point, the “back” guard moves to defend the ball.
4 They should hesitate before moving, to give the other guard time to recover to the high
5
x5 x4 post position.
x3
The middle player in the frontline can also hedge toward the foul line to provide
2 x2 x1 3 additional protection.
This restores the initial alignment.
If the ball is dribbled out of the corner, it is initially defended by the frontline player
4 x5
2 (x4), and is then handed off to the “up guard” (x2).
x3 5
x4
This is also an opportunity to trap if desired.
x2 x1 3
4 5 x4 2 When the up guard is defending at the wing, should the ball be passed to the point, the
x3
x5 guard must sprint to the middle of the high post area. They will not be guarding either
wing on the next pass and must focus on defending the high post area.
x2 x1 3
x1
1
If the ball is passed to the high post player, the two guards drop to the foul line, and
may “crowd” the player. Their responsibility will be to guard the wing player if they
x5 x4
x3 receive a pass.
4
x2 x5 hedges toward the high post player, and x3 and x4 take responsibility
x1 for any low post players.
1
If the high post player turns to face the basket, x5 steps up to defend them.
x4
x3 x5
x2 x1
4
x3 x4
x5 As the high post passes to the wing, the nearest guard moves to defend the ball and
x2
4
x1 3 the other guard moves to defend the high post.
2
The defence is now in the same alignment as when the ball is passed from the corner
x3
to the wing.
x5 x4
2 x2 x1 4 3
3 On a pass to the corner, the nearest front line player defends the corner player and the
5 x4
opposite front line player moves across the baseline to front any low post player. They
x3
should move on the baseline side of a post player.
x5
x1
2 x2 4
The front line player that was defending the high post, rotates down to the help
position. They do not move to the low post (although they may be closer) as they have
1
a poor angle and could be easily sealed by the post player.
Guard Slides
As the ball is passed around by offensive players, the two guards move as they would
4 5 in response to the movement of the ball.
2 Frontline 3 If the up guard is guarding the ball, they call “ball”. If the ball would be defended by a
6
x2 player from the frontline, then both guards call “frontline”.
x1
1
Sometimes the movement of the players will be minimal, however, every time
the ball is passed, both guards should adjust position.
4 Frontline 5
2 x2 3
x1 6
Whilst initially the offensive players will be slow, allowing time for the guards to adjust
position, they should quickly work to a game like speed.
4 Frontline 5
2 3
x2 x1 6
The activity can be made “live” with players that a guard has direct responsibility to
defend, being able to shoot or penetrate.
4 5
2 Frontline 3
6
x2
x1
1
This will also help the offensive players understand the defensive movements as
they anticipate whether or not they can shoot or drive when they receive the ball.
4 Frontline 5 In this sequence of diagrams, all of the basic movements that the guards may be
required to do on defence are shown.
x1 3
2 6
x2
As in any defence, it is important that the defenders “fly with the ball”, moving while a
4 Frontline 3 pass is in the air so that they are in their next defensive position when the pass is caught.
x1 x2
2 5
The high post must be denied by the guards at all times, but once the player has the
ball, it is a player from the frontline who has responsibility to defend the post player.
4 5
Frontline x2
2 3
6 x1
Frontline Slides
Similarly, the slides of the Frontline players can be isolated, with passers initially slow
4 5 but building to fully contested.
x3 x4
x5
2 3
6
As the ball is passed to the corner, the front line players adjust.
4 5
x5 x4
2 x3 3
6
It is critical that the help defender (x4) move under (baseline side) of the low post to get
to a fronted position.
4
5 x4
x5
2 x3 3
6
Again, the frontline players call “ball” if they are defending the ball and all players call
“guard” if the person who has the ball would normally be defended by one of the guards.
4 x5
x4 5
x3
2 3
Guard
6
Sprinting to the next position is crucial, as is denying the pass to all post players.
3
4
x5 5 x4 x3
2 6
Guard
When the ball comes from the corner to the wing, the frontline crowd any low post player.
x3 3
4
5 x4
x5
2 6 Guard
When the high post receives the ball, the middle player in the front line (x4) hedges
towards them. If the high post turns to face the basket, it is x4’s responsibility to
4 defend the player as closely as possible.
5 x4 x3
x5
2 3
6
Guard
However, if there is a player in the corner, x5 (who was fronting low post) is responsible
4 to box out the corner player.
x5 5 x3
x1
2 x4 x2 3
6
“Scrambling”
4
Many offences will screen the outside of the zone, and then throw a skip pass or send
3
x3
5 a cutter along the baseline. The frontline player being screened should adjust their
position so that they have “foot advantage” and can get past the screener.
3
3 4 However, if the screen is effective, the guard may need to rotate to defend the ball.
x3 5 The simple rule is that whoever can get there quicker is the player that defends the ball.
x2 3
x1
1
To successfully play this defence: • Preferably the guard that is to play the
• Frontline defenders must be able to defend back of the zone, should be a relatively
wing perimeter players (as is the case in tall guard, as they will at times have
the 1-1-3); responsibility to defend in the low post.
• A very quick guard is required, who plays An advantage of the 1-3-1 Match Up
the back of the zone and is responsible for compared to the 1-1-3 Match Up, is that
coverage from one corner to the other; it provides better coverage on perimeter
shooters, particularly at the wing.
x3 and x4 retain responsibility to defend the wing perimeter players, and have less
x1 distance to cover than in the 1-1-3.
1
x5
x4 3
x1
1
x1
1
x1
The back guard (x2) moves toward the corner, but remains in the keyway. If the player
1
in the corner is a very good shooter, x2 can hedge closer.
When the ball is passed into the corner, x2 moves to defend the player. x5 moves to
4 front the low post player, and x4 remains in a help position behind the post player.
x2
5
x5
x4 3 x3 can hedge down toward the low post, but has primary responsibility to defend the wing.
2 x3
x1
x3
2
x4 3 x3 may hedge to the dribbler, but ultimately must keep the wing player in sight and be
x1
prepared to guard that position.
Similarly, any dribble penetration from the point position, is defended by x5 stopping
the dribbler from getting into the key.
4
x2
5
x5 The back guard (x2) also moves across the key, to be closer to any perimeter shooter in
x3 x4 3 the keyway.
2
x1
1
Where there is a low post player, x2 may rotate to deny any pass from a penetration
dribbler to the low post player.
4
x2
5
x5
x3 x4 3
2
x1
1
2 x3
x4 3
x1
Alternatively, x3 can deny any return pass to the wing, which means that all close
passes are denied.
4 x2
x5 5
x3
2
x1 x4 3
Follow-up
1. What are the relative strengths and weaknesses of a 1-2-2 Match Up Zone defence?
2. Reflect upon a team that you have coached. What offence (or offensive principles) would they have
used against a 1-1-3 Match Up Zone defence?
3. When would you introduce a zone defence with your team? Explain your answer.
2
1 dribbles toward 2, who cuts past, grabs the ball and immediately dribbles.
1 For convenience, in the following diagrams 1 is not shown dribbling, however 1 would
normally be on the move, which does make defending more complex.
Through
x1 may step back from the dribbler, allowing a path for x2 to move through to defend 2.
x2 2
x1
Behind
x1 may “jam” into the dribbler, so that x2 can move behind them to defend 2.
x2 2
x1
1
“Jump”
x2 may move directly into the path of 2. If 2 continues the cut then x2 keeps between 2
and 1, making the hand off ineffective.
x2 2
x1
1
Alternatively, 2 may opt to cut back door toward the basket, and 2 moves to defend that.
2 may try to get close to 1 before performing the back cut (so that x2 gets “stuck” on 1).
2 In this event, x1 could defend the back cut and x2 could relocate to defend 1.
x2
x1
1
Double
The defenders may double team 2 as they start their dribble. x1 moves to get directly
into the path of 2 and x2 “trails” and moves with 2.
x2 2
x1 should not move position until 1 has stopped their dribble and picked the ball up. If x1
x1 moves to early (when 1 still has a live dribble), 1 could simply turn to dribble to the basket.
1
Show
Similar to “double”, x1 can “show” by getting into the path of 2 and then recovering
to defend 1. This will stop 2 from turning the corner and attacking the key and gives 2
time to recover and defend 2.
x2 2
x1
1
Switch
Particularly if the hand off is from one guard to another guard, the defenders may
switch, with x1 moving to defend 2 (who now has the ball) and x2 moving to defend 1.
x2 2
The two defenders should “come together” as they switch, to ensure that there is no
x1 gap where the dribbler could penetrate after x2 has stopped defending the ball and
1
before x1 is defending the ball.
Some teams add a screen to the hand-off action, which is designed to stop whichever
defender is going to defend the new ball handler from getting in position to do so.
4 steps from the high post into the path of x2 (who is depicted going “under” to defend
the hand off).
4 does not set the screen at a “spot” and instead must “read” how x2 is defending
4 x2 2 the screen and move to a spot that will impede x2 from being able to defend 2.
x1
1
If the defenders switch to defend the hand-off, x4 would then need to establish
a position to screen x1.
4 x2 2
x1
The screener’s defender (x4) can also assist to defend the hand-off.
If x2 and x1 are going to hedge, x4 may step out to ensure 2 cannot penetrate to the
key (“show”), then x1 defends 2 and x2 rotates to defend 1.
x2 2
x4
4
x1
1
x4 may “jam” into the screen so that x2 can go “under”. x1 should “show” and then
recover to 1, to ensure that 2 cannot take an easy shot as they come off the hand off.
x2 2
x4 4
x1
1
x4 can switch onto 2 and x2 rotates across to defend the screener (4). x1 may “show”
and then recover to defend 1.
This tactic may be used if the shot clock is low or if x4 is not particularly mismatched in
x2 2 their defending on the perimeter.
x4 4
x1
1
12 http://www.nba.com/history/players/mikan_bio.html
The NBA changed the shape and size of the keyway in
an effort to reduce the dominance of George Mikan.
The wing player can go on either side of the post player, and this is influenced by
where the post defender is positioned. If the post defender is low, the wing may crowd
on the high side (which is the direction the post player may move).
5
x5 Shown here, the post defender is high, so the wing defender moves low. They should
x2
play “butt to the baseline” – with their back facing the baseline to maintain vision of
2 their opponent and the post player.
The option of “crowding” the post player effectively leaves a one on one contest
between the post player and their defender. An alternate tactic is to double team the
post player once they receive the ball in an effort to force them to pass or take a poor
shot option.
Importantly, x3 denies a pass back to 3 and x2 rotates into a help position at the top of
the key.
x5 x2 must be active and adjust their position to potentially intercept any pass that the
x4 5
x1
low post player may make.
4
x3 3
x2
1 2
When the post player does pass the ball, the defensive rotation is similar to when
there was dribble penetration.
x3 3
x4 x5 x2 rotates to the first pass and x1 moves to guard the next perimeter player.
x1 5
This means that x4 remains responsible for defending 4 and adjusts their
4 x2 position accordingly.
1 2
4 x2
1 2
When the ball is passed to the opposite wing, the team could simply have x4 “close-
out” and guard their player.
x5 x3 3
x4
x1 5
4 x2
1 2
However, having x2 rotate to defend the wing enables more pressure on an outside
shot and may be preferred if 4 is a good perimeter shooter.
x4 x5 As x2 rotates to 4, x1 rotates to deny the pass to 1 and x3 rotates into the key to a
x1 5
x3
help position, and is responsible for defending 2. This leaves x4 in the key (and now
3
4 x2
responsible for defending 3), which can be very effective if 4 is likely to drive, as x4 will
be in position to help if necessary.
1 2
1 2
Again, following “help the helper” principles, x1 rotates to the low help position and x2
rotates to the high help position.
x4
5 x3 continues to deny a pass to the wing, however if 2 was more of an offensive threat,
x5 x3 may sag toward the key to deny any pass to 2.
4 x3
x1 3
x2
1 2
The team can rotate as indicated above, however this would require x5 to move to the
perimeter and x1 to remain in the low help.
x1 x4 5 Alternatively, x1 can rotate to defend the “second pass” (the perimeter player nearest
x5 to where the ball was passed) and x4 returns to defend their player.
4 x2
x3 3
1 2
On a pass to the opposite wing (4), x1 could defend 4, x2 rotates to 1 and x3 rotates to
the high help position.
x4 If 4 is a known perimeter shooter, x2 may rotate to them. If 4 is a known driver, x1
x1
x5
5
should rotate, as they then have a better angle to defend any drive.
4 x2
x3 3
1 2
With junior teams, it may be preferable to use the same rotation regardless of whether
the initial double team came from the high position or the low position.
Many times that is also how the team It can accordingly be a very effective
practices, with the preferred player tactic if the defence is able to force a
having the ball most of the time. different player to have the ball.
An inbounds pass is the most common opportunity that a defensive team has to force
4
the ball info the hands of someone other than the preferred player.
Instead of guarding the inbound passer, the defender (x4) can aggressively deny a pass
x4
1 3 to the preferred player (1). This also enables x4 to step away from the baseline to be in
x1
x3 a better position to defend them if they do receive the ball.
In this example, x3 is in position to deny a pass to 3 in the middle of the court, but
would allow a pass toward the sideline.
4 Teams may also have x3 step off , so that x3 is in a position to help defend any dribble
if 1 does get the ball. A strong “hedge” may cause 1 to pass the ball, which achieves
x4
the defensive objective of having another player with the ball.
1 3
x1 x3
4 Another tactic is to have x3 double team 1 as soon as they receive the pass.
x4 This double team must happen quickly, so that x3 arrives as the pass is caught.
On the pass, x4 can rotate to defend x3, which allows an easy pass for 1 to make,
1 3 which again achieves the defensive objective.
x3
x1
x3 is used to double team 1, as they come from a position that can stop 1’s dribble x4
is not in a position to stop this dribble as they are above the line of the ball.
These tactics can also be adopted in • “double teaming” the person that has the
the half court context, when the team ball and then denying the pass back to them;
has an inbounds pass. The harder • playing a “sagging” defence, with help
situation is to keep the ball out of defenders being ready to rotate to stop
the hands of the preferred player any dribble penetration;
in “transition” or open play. • have whoever is being defended by the
It can be achieved through tactics “preferred player” immediately deny
such as: them after a shot attempt.
Another tactic is to automatically double team the ball when it is passed to a preferred
area of the court.
5 x5 x1 follows the pass to the wing and x3 adjusts position to force any dribble back
x3
toward x1. x2 and x4 both rotate across.
4 x4 3
x2
x1
2 1
From the double team, the player that has vision of where the pass went, sprints out.
5 x5
x3
4 x4 3
x2
x1
2 1
Simply, the “Box and 1” is a combination defence, with one defender denying a
particular player the ball at all times. This is done by playing a “tight” man to man
style defence, however without any responsibility for “help” or rotation. The defence
is mostly used if a team has a particularly dominant perimeter player.
The remaining four defenders play a “zone” defence and the rules of the 1-1-3 Match
Up can be used to quickly develop a “Box and 1” defence.
x1
1
As the ball is thrown to the corner, the frontline defender (x5) moves to there. The help
defender (x2) moves to front the post and the defender that was on the wing makes the
4 “long slide” to the help position.
x2 5 x5
3 x3 x1 x4
2
Alternatively, x4 could have made a “short slide” into fronting the low post, leaving x2
4
in the help position. The difficulty with this, is that the low post player may “seal” x4
x2 5 x5 as they rotate.
3 x3 x1 x4
2
Another alternative rotation is for x4 to rotate to the high post (and denying
any high post players) and x1 rotating down to the help position.
4
x5
x2 5
3 x3 x1 x4
2
The defenders may also apply the principle of “whoever can get to the ball quickest moves”.
Here x2 rotates to defend 2 at the wing position and x1 drops to deny the high post.
4
x5 5
x4
This leaves the two front line players (x3 and x4) defending the low post player.
3 x3 x2 2
x1
1
x1
1
3 5
x3 x4
x5
2 4
x2
x1
1
When the ball is passed to the player that is under pressure (3), the zone defender that
3 would have normally rotated to defend a person in that area, can now make the same
5 x4 x3 rotation and trap or “double team” the offensive player.
x2
2 x1 x5 4
Follow-up
1. Discuss with a coaching colleague the pros and cons of using a “box and 1” defence with an U18 team?
If a team used that defence against your team, what would you tell your offensive player that was
defended by the “man to man” defender.
2. How would you defend a dominant post player? If you were coaching that post player, what would
you instruct them to do in response to this defence?
3. Some coaches do not put in place a particular defensive scheme to stop the dominant player and
instead focus on limiting the scoring of the rest of the team. Do you agree with this approach?
Discuss your views with a coaching colleague.
4. Who are the dominant players that your team plays against? How have you defended those players in
the past? What change could you make?
1.5 Defensive
Structures for
Special Situations
1.5.1 Baseline Out of Bounds
& Sideline
Some common options taken by A coach may also opt to have more than
defensive teams are: one way to defend, and then choose a
• Switching every screen; particular tactic depending upon:
• Playing zone defence (essentially • Time left on the game clock or shot clock;
another form of switching on screens); • Margin between the teams (i.e. does the
• Having a tall player defend the passer, opponent have to shoot a 3 point shot?);
regardless of whether the passer is a • Position on the sideline where the ball is to
guard, forward or centre. The defender be inbounded.
will often angle their body to “allow” a Some common options that are used in
pass to the perimeter, but to block any defending sideline out of bounds are:
pass toward the basket;
• Switching screens;
• Having defenders sag in towards the key,
• Having a tall player defend the inbounds
but to allow passes to the perimeter;
pass – the inbounder may also stand at
• “Sagging” into the key, essentially an angle to influence the area on the court
allowing a pass to the perimeter but where the ball is passed;
denying any pass into the key;
• Having a player “sag” into the key way
• Strongly denying the “safety” pass. to stop any lob pass to a player cutting to
This can be particularly effective, as the the basket (which is often done off a back
presence of the backboard limits the areas screen and it is often the defender of the
of the court where this pass can be made. screener that will sag);
There is no necessarily preferred • Allowing the inbounds pass, but double
method for defending a baseline teaming a particular receiver;
inbounds pass but what is important
• Completely deny passes to a player outside
is that the team is organized and all
the 3 point line, forcing players to cut inside
players understand (and implement)
the 3 point line (this may be done if the
whatever method is employed.
offence was ahead by 3 points);
Defend Sideline Out of Bounds • Defending the inbound passer and then
As with defending Baseline Out strongly denying to them receive a pass as
of Bounds, there is no particularly they step into court;
preferred way to defend a sideline out of • Denying passes to particular spots on
bounds situation although each coach the floor (e.g. based upon where particular
may have their own preference. players prefer to shoot or to stop
particular shots).
x2 x1 1 5
2
x5
To combat this disadvantage, x4 can rotate across to intercept the lob pass, and x1
rotates onto 4.
3
x3 4 x4
x2 x1 1 5
2
x5
Another consideration for the defensive However, there are two particularly
team is whether or not to have a memorable examples where teams
player defend the passer. Above is an opted not to defend the passer from
example, where a team may not defend the baseline and the offensive team
the passer, which can be effective to were able to make a full court pass,
either deny a particular player the ball which was caught and the subsequent
(as above) to enable a defender to shot was made.
remain in the safety position. In the gold medal game of the 1972
Olympics and in the Eastern Regional
Final in the 1992 NCAA Championship,
the offensive team (Russia and Duke
University respectively) had the ball on
the baseline, with barely seconds left
in the game and were 1 point behind.
On both occasions the defensive team (USA1 and University of Kentucky) did not defend
the passer, but instead had two players back guarding the basket.
The offensive team made a full court pass, which was caught (by Sergei Belov for
Russia and Christian Laettner for Duke), who then made a shot to win the game!
x4 x5
Whilst it is a matter for speculation only, it is perhaps unlikely that the passes could
4 have been thrown as accurately as they were if the defender (particularly a tall
defender) was standing in front of the passer.
5
x2
3
x3
1 x1
1 The last play in the Olympic final was replayed a number of times
- on the last occasion the inbounds pass was not defended.
3
Most teams in playing “man to man” defence, have defenders move to a position on
the court, where they can help to defend against dribble penetration. However, a last
shot situation may require a change to that tactic.
In this situation x1 and x3 are on the “split line” and are able to assist to defend if 2
beats x2. In that situation, x3 will rotate across to stop the dribbler and x1 will rotate
down. If the ball is passed to 3, x1 will move to defend.
x3
However, assume that the offensive team is 3 points down with seconds left. By
2 x2 x1
3 having x1 and x3 in a position where they can help against penetration, it is likely that
3 would shoot a 3 point shot.
Instead, if x3 did not move to the “split line” but instead stayed on the perimeter to
defend 3. It is unlikely that 3 will get an open 3 point shot.
2 may beat x2 on the dribble, however, a successful lay-up would only be worth 2
x3 points, resulting in a 1 point loss if this was the last possession.
Obviously, x2 would defend and attempt to contain any dribble penetration (and stop 2
2 x2 x1 3
from shooting), however varying from the normal rule may be required in response to
the game situation.
1
1.5.4 Catching Up -
strategic use of fouls
When an opponent has a lead a team can only catch up if
they are able to out score the opponent.
This often means that the team will • Foul quickly as there is little point in
change defensive tactics (e.g. trapping defending for 20 seconds and then
players, changing from zone to man to attempting to foul (at this stage the team
man). Hopefully, the team is able to get should continue to force a bad shot). Often
consecutive “stops” and score themselves. teams will initially attempt to intercept a
The shot clock was introduced to stop pass and if unsuccessful then foul;
an opponent that has a lead from simply • Be aware of who is a good free throw
passing the ball without attempting to shooter and try to deny them the ball and
score. However, when trying to catch then foul players that are not as good.
up, a team needs to be conscious of The offence will usually attempt to have
how much time remains in the game the ball in the hands of their best free
and they may need to quicken the tempo throw shooters and the defence may need
of the game to increase the number of to foul a good shooter to stop too much
possessions that they have. time being taken;
Once a team has 4 team fouls in a • Consider which of their players will foul.
quarter, any additional foul (that is It is better for a player that is not one of the
not an offensive foul)13 results in the team’s scorers to foul. Some coaches will
opponent having two free throws substitute their scorers out of the game to
whether or not they were in the “act of avoid playing defence, and then substitute
shooting”14 when fouled. The team may them back into the game to play offence;
strategically foul the opponent to: • Execute their own offence efficiently and
• Reduce the time taken by the opponent’s as quickly as possible. They must still
offence (it can be 1 or 2 seconds rather score to catch up.
than 24); A team may also use the strategy when
• Have opponents that are poor free throw they are ahead. For example, if a team
shooters take shots, rather than the higher is 3 points up on the last possession they
percentage shooters. may prefer to foul (giving the opponent
In adopting this strategy, teams must: 2 free throws) rather than allow them to
take a 3 point shot to win the game.
• Avoid either an unsportsmanlike or
technical foul, as either will result in This tactic can also be used prior to the
the opponent having free throws and last possession and will often result in
then getting another possession. Some both teams taking a succession of free
examples of an automatic unsportsmanlike throws with only a few seconds coming
foul are: off the clock each time. If the team
that is ahead is able to make their free
• fouling a player before an inbound pass
throws they will obviously win, however
is made (e.g. holding onto a player and
any missed shots provide an opportunity
13 An offensive foul is when the team has possession of not allowing them to cut);
for the opponent to catch up.
the ball. For example, once a shot is taken, neither
• fouling a player on a “fast break” when
team has possession of the ball and any foul in the
rebound contest is not an offensive foul. they are the last defender and do not
14 The penalty for a foul against a player that is in the act attempt to defend the ball.
of shooting remains the same (i.e. 2 or 3 free throws
if the shot was missed and 1 free throw if the shot
Follow-up
1. How many times during a game do you think your opponents have a baseline inbounds situation
at their offensive end? Have someone count the number of times in your next game – are you
surprised by the result?
2. How much time do you practice defending baseline inbounds plays? Do you think this is warranted
with regard to how many times they happen in a game? Discuss this with a coaching colleague.
3. Do you have a particular structure for your teams to defend when it is a late shot clock?
5. At what point in a game would you instruct your team to foul the opposition so that they were
given free throws?
7. Assume you were 20 points down during a game and you made some substitutions. Your substitutes
got the margin back to two points, with three minutes to play. Do you keep them in or return to your
starting players? Discuss your view with a coaching colleague. What other factors might influence
your decision?
TEAM
Chapter 2
offensive tactics
and strategies
Coaches manual 155
Chapter 2
OFFENSIVE TACTICS
AND STRATEGIES
2.1 Common offensive sets 2.4 Offence against zone defence
2.1.1 Read and react offence 157 2.4.1 Pick and roll (on ball screens) against a zone 208
2.1.2 “Flex” 166 2.4.2 Dribble drag against zone defence 213
2.1.3 “The shuffle” 168 2.4.3 1-3-1 Alignment against zone defence 215
2.1.4 “Triangle” 169 Follow-up 221
2.1.5 “Horns” 170
2.1.6 “Princeton” 172 2.5 Offensive structure
2.1.7 “UCLA Cut” 175 for special situations
2.1.8 “Zipper” 176 2.5.1 Baseline out of bounds 222
Follow-up 182 2.5.2 Sideline out of bounds 229
2.5.3 Late shot clock 232
2.2 Offensive movement
2.5.4 Last possession plays 234
2.2.1 Motion offence - 3 out, 2 in - 183 Follow-up 237
screen the screener
2.2.2 Motion offence - 3 out, 2 in - 184
cuts off high post screen
2.2.3 Motion offence - 3 out, 2 in - 185
1v1 isolation
2.2.4 Shot selection - importance of the corner 3 186
2.2.5 Shot selection - 3 out, 2 in- pick and roll with
triangle on help side 187
2.2.6 Motion offence - 3 out, 2 in- cuts off high screen 189
2.2.7 Motion offence - 3 out, 2 in- 1v1 isolation 189
2.2.8 Shot selection - importance of the corner 3 191
Follow-up 194
2.3 Screening
2.3.1 On ball screens - pistol (level 3) 195
2.3.2 Off ball screens - “elevator” screens 197
2.3.3 Screening angles and alignments - 199
advanced pick and roll
Follow-up 207
2.1 Common
Offensive Sets
2.1.1 READ AND REACT OFFENCE
“Read and React” Offence is not a set The offence is most effective the better
or structured offence. Instead it is the skills of individual players, so coaches
a framework that relies upon “reads must teach and practice fundamental
and reactions” in a 2 player context, skills, not just work on team movements.
which are combined into a seamless For simplicity, the offence is often
framework for 5 players. initially taught in a 5 Out alignment,
Teaching the offence requires “drilling” which emphasizes that all players must
the “reads and reactions” into the 2 be able to play on the perimeter. Below
player context so that they become is an overview of the foundations of
habits. The offence is differentiated the read and react offence. There are
from a “motion” offence because it does DVDs and other materials available for
stipulate specific actions that a player coaches wanting further information
is to take and in the “read and react” about the offence.
offence the key is what the person with
Layer 1 – Dribble Penetration
the ball does. Players without the ball act
based upon the action of the ball handler.
and Circle Movement
On any dribble penetration, the dribbler
In contrast, a “motion offence” teaches
looks to penetrate “to the rim” (i.e. get
players to react both to their defender
the lay-up), however they will also have
and also to the movement and position
the following passing options:
of their team mates.
• Pass to a perimeter player that is opposite
The offence has many “layers”, which
add complexity to what the team will • Pass back to a person behind them
do. The layers are taught in sequence, • Pass to a baseline cutter
however a particular team may not work
through all layers, depending upon their
skills and experience.
Whichever direction the dribbler moves, the other players also move in that direction,
creating a circular movement.
4 5
Here, 5 is the baseline cutter, 1 and 3 are opposite and 4 lifts behind the dribbler.
3
2
Similarly, where 2 dribbles to the left, the circular movement is to the left.
4 5
3
2
4 5
3
2
The baseline penetration rule may mean that a player rotates in the opposite direction
to the “circle”. For example, in a “4 Out, 1 In” alignment, the movement is:
5 • 4 drops to the opposite corner (even though this is not in the direction of
circle movement)
• 5 lifts to 45 degree position, but at the post not on the perimeter
4 2
• 3 moves to the 90 degree position
3 1 • 1 moves to the safety (behind) position
When a pass is made to a team mate that is “one pass away” (also known
as a “single gap”), the passer must cut to the basket.
4 5
The rule applies regardless of where the pass was made from. Here, the pass is made
from the point to the wing, and players from the opposite side of the floor lift and
4 5
rotate, with 1 moving out to the corner (which is the vacant spot).
3
2
Anytime a defender that is “one pass away” (or single gap) is outside the 3 point line,
the offensive player cuts to the basket (a “back cut”) and players rotate to fill positions
4 5
from the baseline.
The rule equally applies to an offensive player moving following a pass and cut.
4 5
x5 3 passes to the wing and cuts to the basket. 5 lifts, however x5 moves to deny a pass
and is outside the 3 point line.
3
2
Accordingly, 5 then cuts to the basket and 3 will lift having moved to the corner.
5 then moves out to the vacant corner.
4
3
5
x5
2
2 penetrates into the top of the key, so 5 steps to the short corner.
The other perimeter players move in a circular movement, to the left which was the
5
direction of the penetration.
4 3
1 2
5 1 and 2 rotate to the right (the direction of the dribble) and 4 drops to
the opposite corner because the penetration was baseline.
4 3
1 2
The rules equally apply when the penetration is from the same side as the
post player. As 4 penetrates the top of the key, 5 moves to the short corner.
5
The perimeter players move to the right, the direction of the dribble.
4 3
1 2
The rules also apply when there are two post players, with 4 and 5 both stepping to
the short corner on 2’s penetration to the top of the key. 4 in effect becomes the
“safety” pass and would move higher (on the perimeter) if necessary.
4 5
2 3
If the post defender steps out to the short corner, the post player may be able to back
door cut.
5 x5
4 3
1 2
The post player can also move from the short corner to the “safety” position behind the
dribbler. This can be very effective if the post player is a good perimeter shooter.
4 3
1 2
If the dribbler does not penetrate into the key, but dribbles toward a team mate,
that team mate cuts back door to the basket.
4 5
4 5
3
2
1 dribbles toward 2 and comes to a jump stop. They hold the ball with one hand,
one top and one hand below.
4
5
2 “v-cuts” (and could cut to the basket if their defender does not react)
and then takes the ball from 1, attempting to penetrate into the key.
2
3
1 can roll to the basket.
1
If 1 does not receive the pass, they move to the perimeter. 4 lifts to be a safety
pass behind 2.
4
5 3 and 5 drop on the perimeter.
1 3
2
Sometimes the player dribbled at may cut to the basket, in which case the dribbler
can continue to the next player for a hand off.
4 5
2 1
4 5
2 1
3
2
x1
4 3
x1
1
2
The player can also set a ball screen, if the player they were setting a screen for
receives a pass.
4 5
3
2
3
2
4 3
2 1
2.1.2 “FLEX”
The next section provides a short summary of some
common offensive sets, the names of which are a part of
the basketball lexicon. There are many videos and books
that provide detail about each of these patterns and how
to teach them.
“Flex”
“The Flex” is a patterned offence that is a “continuity” offence because a team
can play it on one side of the floor and then the other in a continuous fashion. The
offence is most effective against “man to man” defences and it will often create size
“mismatches” through its screening action.
The basic motion of “The Flex” includes a baseline cut off a back screen
and then “screen the screener” action.
3 4
5 4 5 3 1 3
4
5
1 2 1 2 2
3 cuts off a back screen from 5, 1 then sets a screen for 5 who cuts 2 can reverse the ball to 5 and 3 sets
as 1 “reverses” the ball to the free throw line a back screen for 4. This is the start
of the “continuous” nature of “Flex”
Many teams have used aspects of the “The Shuffle” or have added options
to the initial movement. It can be used against either “man to man”
or zone defence.
4 4 4
2nd Cutter
3 3
Feeder 3
5 5
Post 5
1 1 1
2 2
1st Cutter 2
Point
If the offence is used with junior players, “Reversing” the ball starts the movement 1 cutting off the high post screen
they should be given the chance to play of the basic “Shuffle Cut” is the “Shuffle Cut”
each role
The “second cutter” also cuts off a screen from the high post player.
1
There are many other options that can be incorporated into “The Shuffle”
and the “Shuffle Cut” is often used in other offensive patterns.
4 5
3
2.1.4 “Triangle”
“The Triangle” half-court offence, originated with coach
Sam Barry at the University of Southern California and has
come to prominence more recently being used at both the
Chicago Bulls and Los Angeles Lakers by Head coach Phil
Jackson and assistant coach Tex Winter.
The key to the offence is its spacing, with players about 15-18 feet apart.
The basic structure of the offence is a “triangle” (formed between a post player, wing
and guard on the strong side of the court) and a “two-man” game on the weakside of
the court.
Below are some options involving cutting off the low post:
1 1 1
5 5 5
4 4 4
2 2 2
3 3 3
When the ball is passed to the low post The wing player can also screen for the The low post player steps toward the high
player, the wing or corner can cut off the corner player and then cut to the basket. post to receive a pass. The corner player cuts
post player. to the basket and the wing cuts off the post.
3 moves to the perimeter to receive a pass
from the post player.
2.1.5 “HORNS”
The “Horns” offence (sometimes called “A-Set”) has been used at both US College,
NBA and Euro League levels by a number of teams. It is a relatively simple basic
alignment, with two screens being set for the ball handler.
2 3 2 3
4 5 4 5
1 1
“Horns” starts with basic high pick and roll action. It can include various options for
movement by both the screeners and perimeter shooters.
2 3 2 3 2 3
4 5 4 5 4 5
1 1 1
Basic Screen and Roll The screener rolls to the basket and the ball The unused screen cuts to the basket
is reversed back to the top
2 3 3 2 3
2
4 5 4 5 4 5
1 1 1
This is a basic “screen the screener” action. “Pick and Roll” on the strongside and The offence can also be run with a
downscreen on the weakside. “sideline entry”.
2.1.6 “Princeton”
The “Princeton Offence” is named after Princeton
University, where coach Pete Carrill first developed this
team offence.
The “Princeton Offence” is not a set There are low-post and high-post
pattern but instead is a structure of play opportunities within the Princeton
that breaks down into a series of “3 man Offence. The high post offence has
game” opportunities. The “back door” the following advantages:
cut is often regarded as the hallmark of • Using the high post spreads the floor more
the offence, however it is much more and leaves the area below the free throw
than that. line open for cutting (particularly back door
For a team to effectively use the cuts) and dribble penetration;
Princeton Offence all players must • Opponents “big” defenders may not be
have good offensive fundamentals – as comfortable defending in the high post
understanding “spacing” and passing (this again emphasizes the need with
and having the ability to pass, shoot and junior players to teach all players both
dribble from the perimeter. Two basic post and perimeter skills);
principles underpin the offence:
• It is relatively easier to reverse the ball
1. The player in front of you (i.e. your when there is a high post player, as the
defender) tells you where to go; high post can relieve defensive pressure
2. If a defender overplays you on perimeter players.
(denies the ball), cut back door. Some elements of the high post offence
are set out below. These particularly
utilize “turn out” cuts.
The Princeton Offence starts with a “2 guard front” and two wing players at the free
throw line.
2 1 3 and 4 set screens at the side of the key, and 1 and 2 cut to the opposite side of the
key, coming of the screens (“turn out cuts”).
3 4
5 looks for one of the guards coming off, and for them to shoot from the perimeter.
After passing, 5 moves to set a staggered screen for the opposite guard.
1 3 4
2
After the staggered screen, 5 moves to the low post or basket and the other screener
returns to the perimeter.
3 4
5 2
1
If an initial pass to the wing is denied, the wing player cuts back door, which is one of
the underlying principles in the offence.
2 1
The offence then continues as before, with the two guards moving to below the low
post and making turn out cuts off screens, following the ball being passed to 5 on
the perimeter.
4
3
5
2 1
If both a pass to the wing and to the other guard are denied, the wing and guard cut
back door (again following the basic rule of the offence).
3 4
5 x4
x2
2 1
5 steps to the perimeter to receive a pass directly from the guard, who then cuts to the
opposite block.
2
4 Again screens are set for the guards.
3
5
If a defender (x2) denies a guard from make a “swing” cut to the opposite side,
the guard can simply utilize the screen nearest to them.
1 x2 2
3 4
5 2
2.1.8 “Zipper”
The “Zipper” is a continuity offence, which was used by
the Boston Celtics in the NBA, amongst others, in the
1960s. More recently, many teams use a “zipper cut”
(which was the first movement of the “zipper” offence)
to start their offensive movement.
1 makes a dribble entry to the wing and the wing player (2) cuts to the basket. They
may sink toward the baseline first before cutting to the basket or may step toward the
3 4 5 2 ball handler (as if moving to a hand-off).
2 then cuts from the basket up the key, using a screen from the strong side post player.
2
This is the “Zipper” cut. 1 dribbling to the wing “opens” the zipper, and 2 cutting up
the key “closes” the zipper.
3 4 5 1
1 looks to pass to 5 in the low post position or to 2 for a shot at the top of the key.
3 4 1
If 2 does not receive the ball, they cut through to the opposite corner.
3 4 1
3 4 1
The team is not in the initial alignment (1-4 High) and the play can continue by 3
dribbling to either wing. It is also possible to add other elements, such as:
• 4 setting ball screen for 3 while 2 drops to the corner. 5 could also screen for 1
• 3 passing to 2, 1 cutting to ballside corner and 3 cutting to weakside corner
2 4 5 1
Coaches of junior teams in particular are encouraged to consider that these are
examples of play, rather than a set structure to implement with their team. These
options are probably most effective when they are the result of a “read” by the players,
rather than a set rule.
Most professional teams that use a “zipper cut” do not have 1 dribble to the wing and
instead they dribble to the side of the court. 2 still cuts to the basket, although some
teams have the screen from 5 executed at the foul line rather than near the block.
3 4 5 2
1 still has options to pass into the post or to 2, however will usually need to dribble to
a lower position in order to be able to pass to the post player.
5
3 4
2 1
After passing the ball, 1 may also cut to the basket. Commonly, 4 and 3 will move
position to be able to screen.
3 4
2 1
If 1 receives the ball on the wing, they may penetrate. Here, 3 moves out to the
opposite corner (to receive a pass after penetration) which creates space for 4 to drop
to the basket.
3 5
4
1
3 5
4
1
Another alternative is for 5 to screen for 2 to flare to the opposite wing to receive a
pass from 1.
3 5
4
1
Rather than passing to 1 at the wing, 2 may clear toward the opposite side and pass to
1 as they lift to the point. 4 can then set a screen at the elbow extended.
3 5
4
1
If 2 does not pass to the wing, 3 can make a “turn out” to cut off the screen from 5.
3
5
4
1
After the initial “zipper cut”, 5 can back screen for 5 as they cut to the basket and can
then re-screen as they cut back to the perimeter. 3 and 4 can still set the staggered
double on the other side.
5
3 4 If 1 does not use the staggered double, 3 could then cut off 4’s screen.
2 1
After the initial “zipper” cut, if 1 passes to the post (instead of to 2), 1 can then set a
screen for 2 to cut to the wing.
5
3 4
2 1
Another option after 1 passes to 2 (on the initial zipper cut) is for 1 to then make a
horizontal cut to the opposite wing.
3 would clear that wing by moving to the corner and 5 would also step to the perimeter.
3 4 5
1
2
3
3 lifts and 5 drops to the corner and 1 makes sure that they are in a position to receive
a pass.
1 4 5
Follow-up
1. Which offensive structure would best suit your team? Discuss with your assistant coaches.
2. Discuss with a coaching colleague whether the statement Junior Teams (up to the age of 16) should
not be taught particular structures and instead should use an offence like “Read and React”.
A player that sets the screen is immediately screened by another team mate, providing
the player with the ball with two consecutive options to pass.
4 Here 2 screens for 4, and 5 sets a screen for 2.
3
2
5
2 3
5
Two or three screens can be set in a row to allow a shooter to get free.
The screeners should also look to receive a pass after the cutter has made their cut.
5 4 Here 4 and 5 both set screens for 3
2
1
5 4
3
2 1
After the cutter has used the screen, the screeners need to both “read” the defence
and also be aware of the position of the other screener, when looking to receive a pass
after setting the screen.
3 2 Here 3 cuts to the basket and then cuts to the opposite side of the court using
45 a screen from 2.
2 cuts off a double screen from 4 and 5.
1
4
5
2
3
1
Here 3 uses the double screen from the post players twice. First, 3 cuts to the basket
and the ball is passed to 2 to make the pass.
4
5 However, if 3 does not get open, they can cut to the perimeter again, off the double
3 2 screen and 2 would reverse the ball to 1.
The screen must be set at least one step away from the defender’s current position.
5
3
4
1 2
From the same alignment, the back screen can be set on the “weak side”, creating an
opportunity for 2 to cut to the basket.
5
3
4
1 2
These screens can be particularly effective when used against the defender
on a player that has just passed the ball or defenders that are denying passes.
4
1
x5
5 3
This still gives plenty of space for the “pick and roll”, with the dribbler attempting to
get to the elbow, and the screener looking to move to the basket.
x5 5
x3
x4 3
1 x1 4
x2
2
When a help defender rotates to stop the penetration, the ball may be passed to the
open player on the perimeter.
x5 5
x3
x4 3
1 x1 4
x2
2
This does not have to be a screen and 4 may move to the perimeter to potentially
receive a pass.
If 4 does screen, they can do so facing the defender or facing the basket.
3 The advantage of facing the basket is that they can see the rest of the play.
4
Timing is especially important when the cutter comes from the weak side as the ball
needs to have moved to a “passing position”. After a cut off of the high post, the high
4
post should pop.
5 2
1 3
This is often used to create a “last shot” opportunity, with 1 unlikely to get a lay-up,
but attempting to penetrate to the top of the key for a shot.
3 4 2
5 x2
x3 x5 x4
x1
It is likely that help will come to stop any penetration, in which case the offence should
2 be ready to pass to their open team mate. This is most effective if 2 and 3 are able to
3 5 4
x3 x5 x4
x2 shoot from the perimeter.
x1
Another isolation alignment is to “clear out” one side of the court. Here, 2 attempts to
3 drive and get an open shot.
5
x5 x3
x1 Players on the weakside, should be prepared to move to a position to receive a pass.
x4 1
2 x2 4
If one of the weakside defenders (e.g. x1) rotate to help defend the penetration, a pass
3 may be open to their opponent.
5
x5 x3
x1
x4 1
2 x2 4
In this alignment a similar passing opportunity can be created by one of the post
3 players setting a screen for the perimeter players.
5
x5 x3
x1
x4 1
2 x2 4
If the defence switch to defend this (e.g. x4 moves to defend 1), it can open a pass into
the screener. However, when the isolation play has been run as a “last shot” opportunity,
4 the offensive players must be very conscious of the amount of time remaining.
3
2
5
Many options have been presented here Coaches must also keep in mind that
and it is not necessary for a coach to “it is not enough to memorize moves,
teach all options to their players. Rather but that players should understand their
they should choose some of the options, meaning, master all the decisions, and
depending upon the experience of fundamentals involved, and practice
their players. enough to be able to perform
each efficiently”.
The reason for this can be starkly Increasingly, teams are adding specific
illustrated: options to their offensive playbooks
• A team taking 100 2pt shots to take 3 point shots and this trend
@ 50% accuracy scores 100 points; seemingly continues even though the
3 point line is now further away from
• A team taking 100 3pt shots
the basket than when first introduced.
@ 35% accuracy scores 115 points!
In particular, the “corner 3” has been
It must be emphasized with junior teams
described by some commentators as
that players should not be encouraged
the most important shot in basketball
to shoot from “beyond the arc” until they
and some recent analysis in the NBA
have the correct strength and technique
supports its increasing importance:
to do so.
• Successful teams tend to take more
“corner 3” shots than less successful
teams do;15
• Teams shoot a higher percentage from
the “corner 3” than other 3 pt shots.16
Whilst the “corner 3” is closer to the basket than a 3pt shot from the wing or top of
the key, this is only a marginal difference and is unlikely to explain the increased
42% 42% shooting percentage from the corner. More likely an influence is how playing to the
corners can distort and stretch a defence leading to shots from the corner not being
as closely guarded.
35% 35%
39%
Most teams will have a player move to the corner when there is dribble penetration.
On baseline dribble penetration, there will often be a pass directly to the corner.
3
2
Most defences will “help” stop dribble penetration with a rotation from a player from the
low split line – this is usually the defender of the offensive player that moves to the corner.
x5 5
x3
This rotation requires further help (x4) to rotate, which can result in a shot
x1 3 from the corner being relatively open.
1 x4
x2
2 4
On baseline penetration, a pass to the top of the key will often be defended as the
team rotation is designed to defend. Here x2 is in position to close-out and defend
3 either 2 or 4 if they receive the pass.
x3 x5
x4
5
x1
1 x2 However, a quick pass to the corner forces a longer “close out” from the defence,
which again, can lead to a relatively open shot.
2 4
Dribble penetration to the middle also requires rotation from x3, who is responsible for
defending the player moving to the “corner 3”. Again, this can create a relatively open
shot either as x4 closes out (rotating to help x3), or if x3 rotates (after doing a “hedge
x3 and recover” to assist in defending 1’s penetration).
1 x1 3
x4
x2
2 4
Teams that effectively use the “corner 3” can also create more space for penetration as
the defenders adjust and “hedge” toward the shooter rather than being in a position to
rotate and help.
x3
1 x1 3
x4
x2
2 4
3 See http://www.82games.com/locations.htm
Follow-up
1. If a team was using a “3 Out, 2 In” structure where do you think the majority of their shots would be taken?
How could you affect that with defence?
2. Do your teams utilize the 3 point shot? From where are they most effective in scoring?
2.3 SCREENING
2.3.1 On Ball Screens - Pistol
“Pistol” is simply where the ball is passed to the wing and
then the player follows their pass to receive the ball back.
An on ball screen is then set.
3
5
1 then moves to the wing to receive a hand-off from 3, who takes one dribble.
3
5
5 moves to screen 3, who cuts to the top. A pass to 3 may create an open shot or an
opportunity to penetrate into the key.
3
5 1
1
5
4 sets a down screen for 5, as 3 dribbles out from the wing and 1 relocates to the wing.
2
5
4 3
2
4
1
5
4 and 5 simultaneously set down screens for 1. They leave enough space between
themselves that 1 can cut through the middle of them.
1 2
4
1 could also cut either side of 4 or 5, which is a read they would make.
5
If x1 attempts to follow 1 and run between 4 and 5, 4 and 5 step together (like an
elevator door closing) to stop x1.
2
4 x1
1
If x1 attempts to run outside either 4 or 5, then they would not step together.
5
Timing of the screen in this action is very The other common spot for this screen
important. If the screeners step into to be set is for the screeners to be on
the path of x1 without giving sufficient the foul line.
time and distance for them to stop or
change direction, then that could be
an offensive blocking foul.
“Mid Pick and Roll”, which can be set on either side depending upon the dribbler’s
preference. The screener has the back to a sideline, or may be slightly angled toward
3 2 the baseline corner.
4
5
1
As a general rule, if the screener “rolls” and moves toward the basket, the other post
player replaces them.
3 2
4
5
1
“Flat” pick and roll, where the screener has their back to the basket.
3 2
4
“Lifted Middle Pick and Roll”, where the other 3 players are on the perimeter.
This creates more space for the screen to roll and for the dribbler to “attack the rim”.
3 2
5
1
“Side Pick and Roll”, with a triangle on the opposite side. The low post player starts
below the block.
5 2
1 4
3
The screening angle must allow the dribbler to play “downhill” (i.e. moving toward the
basket. Accordingly, the screener does not move from the point directly to the wing, as this
5 2 is a poor angle. The dribbler (to use the screen) would be moving away from the basket.
1
3
4
The correct angle is set by initially attacking the basket and then moving to set the
screen. This is an example of the screener “setting up” the screen by first being an
5 2 attacking threat.
When the dribbler uses this screen they are attacking the elbow.
1
3
4
As 1 uses the ball screen the low post player on the opposite side “reads” the defence.
5 2
x5 If their defender (x5) is low, 5 may “duck in” to establish position in front of them.
1 4
If x5 plays higher, 5 can set a screen to the side, enabling 1 to penetrate to the basket.
This is most effective if the defenders of 2 and 3 are not collapsing and instead are
5 2 “sticking” to their player to stop open perimeter shots.
x5
1 4
3
5 can also set a screen on x3, to enable 3 to get an open shot on the perimeter.
5 2
x5
Finally, 5 could “flash” high, to receive a pass at the top of the key. Again, this is most
effective if x3 is not playing on the help line (and accordingly the high post area is clear).
x3
1 4
3
“Spread Side Pick and Roll” places the low post player in the short corner. Again, this
is designed to move help defenders away from a position where they can help either
5 defend the dribbler or the screener rolling.
2
1 4
“Angle Pick and Roll”, where the screener faces the corner at half way and sideline.
3 2
5
“Step Up” or “Flat Screen”, where the screener has their back facing the baseline.
This is particularly effective where the defence is forcing the dribbler to the side and
3 2 the screen defender is stepping off to defend penetration (“Ice” or “Push” defence).
5
4 5
“Corner Pick and Roll” should be used with some caution, as it presents an opportunity
for the defence to double or trap the ball in the corner.
3
2
4
5
“Brush Pick and Roll” is where a guard passes to the low post, cuts toward the basket
and then screens for the low post player. It is a difficult screen to “switch” as it would
3 create a mis-match for the defence.
4 5
“Dribble Screen” is similar to, but not the same as, a dribble hand off. Here the
screener dribbles directly at the defender, effectively adopting a normal screening
3 2 position but with the ball.
4
x3
1
5
To effectively use the pick and roll, the dribbler must react to however the defence opt
to defend the screen.
3 2
4
The screen defender may “strong show”, which is designed to make the dribbler flare
and create room for the other defender to get to position.
5x5
When the screen defender does this, the ball handler must attack the “high” hip
1
of the screener.
If the screen defender steps away from the screener, the dribbler should “split” the
defence and attack through this gap.
3 2
4
5 x5
1
When the defence opt to go under, the screener should roll. This will impede x1’s
progress to get back to the defender.
3 2
4
If an opponent often goes under ball screens, the screen should be set lower on the
court. The dribbler should be ready to shoot.
x1 5x5
1
As the defender recovers to the ball handler, the screener can move to re-screen, coming
from behind the defender. This will make it very difficult for them to go under again.
3 2
4
x1 x5
5
If the defence trap the ball handler, the wing player (from either side) should lift to
receive a pass.
3 2
4
x1 5 x5
After the pass, the screener rolls to the basket, which will take their defender away.
The ball can then be passed straight back to the ball handler, particularly in a late game
3 2 situation if this is the player the team want to have the ball.
4
5 x5
x1
1
Alternatively, the low post play can swing up to receive a post at the post when the
ball handler is double-teamed. The screener also rolls to the basket. This places the
3 x3 2 help defender (x3) in the situation of either defending the basket (5) or the corner 3.
4
They cannot defend both!
5 x5
x1 1
When setting a ball screen, if the screen defender moves above the screener, the
screener should dive to the basket. This will often happen when the defence is going
3 2 to “strong show”.
4
5 x5
x1
Often the defence will play “weak” – where they strongly force the ball handler to one
side. The screener must ensure they set the screen on the correct side.
3 2
4
Alternatively, the screener can simply slip to the post to receive a “pocket pass” and
then turn to look for (a) shot, (b) drive, (c) “high low” action with low post, or (d) pass to
x5 5
opposite corner.
x1
1
Follow-up
1. How would you defend a team that used “Elevator Screens” to create a 3 point scoring opportunity
at the top of the key (the screen set at the foul line)? What adjustment might the offence make to
this tactic?
2. How do teams in your competition tend to defend the “pick and roll”. What adjustment needs to be
made by the offences against these tactics?
4
• 1 passes to the wing and runs to the opposite corner
• 5 sets a down screen for 3, who cuts to receive a pass from 2
• 4 lifts to the wing, 1 and 2 are in the corners.
2
3
5 1
4 x2
x1
5 3
x1
5 3
Particularly once the screen has been used effectively, the defence may lift the high
1 2 post defender (x2) to “hedge” or even switch at the screening action.
x3 x4
x5
x1
5 x2
3
When the defence does this, a quick pass to Player 4 again creates the 2x1 situation
1 2 between 4 and 1 and defender x3.
x4
x3 x5
5 If x3 rotates to Player 4, x5 must close out to Player 1. This creates a great opportunity
4 x2
for Player 1 to penetrate or for Player 5 to seal either x3 or x4.
x1
Player 3 can also pass to Player 5 as the cut to the basket. Often to make this pass,
1 2 Player 3 should separate (dribble away) from the defenders.
x3 x4
x5
4
x1
5 x2
3
Using a Re-Screen
1 2 If x1 goes “under” the screen, Player 5 should turn to “re-screen”, allowing Player 3 to
x3 x4 change direction and penetrate to the elbow.
x5
4 x2
x1
5 3
If x2 rotates to guard Player 3, a pass to Player 4 again creates the 2x1 situation with
1 2 Player 4 and 1 against defender x3.
x3 x4
x5
4 x2
5 x1
4 x2
5 x1
Player 5 can “seal” x3, rather than simply cutting to the basket.
1 2 If x5 rotates to stop penetration, this creates a mismatch with Player 3 possibly being
x3 able to drive past x5. Player 3 could also pass to Player 5 as they “seal” x3.
x5
4 x2
x4
3
5 x1
1 2
x3 x4
x5
4 x2
5 x1
The screener faces the basket, making contact with x1 with the lower body.
3 penetrates, and 5 cuts into the key.
1 2
x3 x4
x5
This form of defending the ball screen can be particularly effective closer to the
sideline. When in this position, 3 should retreat dribble toward the middle of the court,
4 x2
5 re-establishes position and then Player 3 drives at the basket.
5
x1
3 3 must make sure that 5 has established position before driving, otherwise 5 is likely to
be called out for an offensive blocking foul.
As demonstrated, the on-ball screen can create multiple scoring opportunities against
a zone defence. Often the “second pass” is crucial in creating scoring opportunities as
the zone will make an initial rotation effectively but a second rotation will often create
mismatch opportunities.
1 passes to the wings and cuts to the basket. 5 screens for 4 who cuts to the top of the
key. Importantly, against a zone, 5 must “find” x2 to make the screen effective.
3 2
x3 x4
x5
4 x2
x1
5 1
Rather than 2 passing to 3, they can dribble out of the wing – this is the “dribble drag”,
3 attempting to engage a particular defender. In most cases x4 will continue to defend,
1 although may hand over to x1.
x3
x5
x4 On this dribble, 1 moves to the strong side short corner to receive a pass. As x5 rotates
x2 x1 2
5 to defend 1, 5 can dive to the basket and may receive a pass. 1 can also drive against
the bigger defender.
4
Often x2 will “front” 5 to stop the dive to the basket. This enables 5 to screen x2
3 allowing a pass to 4, which creates a 2x1 situation with 4 and 3 defended by x3.
x3 1
x5
x4
x2 x1 2
5
The same option can be created with a pass direct from 2 to 4, with 5 again
3 screening x2.
x3
1
x5
x4
x2 x1 2
5
Many teams when facing a zone defence resort to shooting from the outside and this
is a significant part of the reason why FIBA recommends that children do not play zone
defence until the age of 14.
However, a well constructed offence against a zone should create:
• Opportunities for penetration off the dribble;
• Shots inside the key and both high and low post play;
• Opportunities to shoot from the perimeter.
Below is a 1-3-1 offensive alignment that can achieve this.
Initial Alignment
The 1-3-1 alignment is commonly seen. Against a zone it is particularly important for a
4 player to be in a baseline position – behind the zone defenders.
x3 x4
x5
x1
On Ball Screen
The high post can set a screen for 1.
4
x3 x4
x5
As 1 dribbles, 4 moves to the opposite corner and the strong side wing player also
2 5 x2 3 sinks to the corner.
x1 The high post player steps into the key, but allow 1 room to penetrate.
1
2 5 x2 3 This creates opportunities for the two perimeter players to have a 2x1 opportunity
against one of the “frontline” defenders (e.g. 2 and 4 against x3).
x1
x1
If the ball is passed to the corner, this provides an opportunity to pass the ball to 5 as
4 they dive to the basket, sealing either x3 (as they rotate back to the key) or x4.
x3 x4
x5
5
2 x2 3
x1
Passing the ball to the corner also provides the opportunity for 4 to penetrate, in which
case 5 should delay their cut.
4
x3 x4
x5 3
2 x2 5 x1
When the ball is in the corner, 2 can also cut to the basket to receive a pass. This is
particularly effective if:
4 x5
5 x4 x2 • The zone denies the pass back to the wing (x3);
x3
• The post player establishes a low post position.
2 x1
3
Other zones have the guard (x2) move to defend the pass to the wing. However the
same 2x1 situation can still be created by:
4 • Passing to the wing
x3 x4
x5
• The baseline player moving to the opposite corner
2 5x2 • “skip” passing the ball to the opposite wing
3
x1
2 5 x1 x2 3
Young players may lack the strength to throw an effective “skip pass”. Instead the ball
can be reversed by passing to 1 who passes to the wing. 5 can screen the defender at
4 the foul line to force x3 to rotate to the wing.
x3 x4
x5
2 5
x1
x2 3
5 may also screen x1 to make the skip pass (if players have the strength to throw it).
4
x3 x4
x5
2 5
x1
x2 3
A third and similar way to create the 2x1 opportunity (at any time) is for the high post
4 player to screen the guard on the pass to the wing forcing a frontline player to rotate
and defend the wing player.
x3 x4
x5
2 5 x2 3
x1
2 x2 x1
5 3
Here, x4 has a long close-out which presents an opportunity for 1 to penetrate, as well
4 as 5 cutting (or “rolling”) to the basket after screening for 2.
x3 x4
x5 3
2 x2 5 x1
1 can also pass the ball to 3 in the corner, who may have the opportunity to shoot or
drive. 5 still dives to the basket.
4
x3 x4
x5 3
2 x2
5 x1
Swing Cutters
4 x5
“Reversing” the ball (passing from one side to the other) can create opportunities to
5 x4 x2
penetrate or get an open shot.
x3
2 x1
3 Here as 2 cuts to the basket, 4 passes to 1, who reverses the ball to Player 3.
Player 2 follows through to the corner.
1
Alternatively, 4 could pass to 2 and then “Swing” or cut through to the opposite corner.
The cut is often most effective, if they pause in the key and then sprint to the corner.
Follow-up
1. Have you instructed teams to use dribble or on ball screens against a zone defence?
Do you think that your team could use it effectively? Discuss your view with a coaching colleague.
3. Do you think a zone defence would be effective against the teams that you play? What offence do you
think they would use?
4. Some coaches prefer to have separate offences for playing against “man to man” and zone offences
whilst others have one offence to use against both. Which approach do you prefer?
2.5 Offensive
Structure for
Special Situations
2.5.1 Baseline Out of Bounds
Basketball is a “fluid” game, moving from offence to
defence without any “reset” of the play until the end
of a quarter and the start of the next quarter.
This is quite different to many team There are many books, DVDs and
sports that have: websites devoted to “plays” that can
• Play stopping after a score, to be re- be used in each of these situations
started in the middle of the playing area and many coaches have “favourite”
by the other team (e.g. football); plays or structures that they employ
with their team.
• Play stops and the team that scored
then re-starts play (e.g. volleyball). This resource does not attempt to be a
source for coaches to find various plays
There certainly are opportunities where
and instead the resource looks at the
play is stopped (e.g. fouls or violations),
offensive and defensive principles that
however generally play is dynamic and
coaches must address, whatever “plays”
fluid, requiring players and teams to
they may ultimately choose to use.
make decisions “on the run” within the
context of their offensive and defensive Some coaches have intricate
rules. “playbooks” with different rules and
structures for each situation and infinite
There are a number of “special
variations. This is not necessary,
situations” where coaches may want to
particularly when coaching junior
implement a different structure or have
teams. Often, what is required is simply
different rules. The “special situations”
to emphasise a particular aspect of the
under consideration are:
team’s normal rules of play. Whatever
• Inbounding the ball from the baseline; “playbook” or amount of rules a coaches
• Inbounding the ball from the sideline; wants to have, needs to be realistic
• “Late” Shot Clock - offence when there having regard to both the experience
are 10 or less seconds on the shot clock; of the players and the amount of
preparation time the team has.
• “Last possession” plays – when a team
is down by 3 points or less and has the
last possession;
• Defending a Lead;
• “Catching Up” when a team is down
with a few minutes left.
• Changing direction and pace; Young players in particular will often lack
an appreciation of how their movement
• Getting “foot advantage” and / or
“sealing” their opponent; (or lack of it) affects a team mate. This
can be illustrated to players through a
• Cutting toward the ball and not standing
simple warm-up activity called the Puzzle
still (which can allow a defensive player
on the move to intercept the pass). Game and the game also develops the
18 See the discussion in the Section Skill Acquisition
player’s understanding of how to move
for Basketball for more information on the desirability • Knowing that, once a player has cut
of using broad instructions (e.g. “look for high as a team to create opportunities.
toward the ball, if they do not receive the
percentage scoring opportunity) instead of narrowly
worded instructions (e.g. “pass to Jane cutting off
pass, they should continue to move so
the screen at the elbow). that there is space for a team mate to cut.
“Puzzle Game”
5 players do the activity, standing next to one of six cones. The rules are:
5 2 3
• Player cannot hold the ball more than 3 seconds;
• The ball can only be caught by a player standing at a cone;
• Players can move to the empty cone, but they cannot move past a cone
that has a player (e.g. 1 could not move past 4 to go to the empty cone)
• Players can move at the same time but cannot move past one another
1 4 (e.g. 2 and 4 cannot simply switch cones)
1 4
After this movement, the empty cone is now between 2 and 3. If 3 were to move to that
cone, 1 would remain “trapped” and unable to move out of the corner.
2 3
However, if 5 (or 2) moved to the empty cone, it would enable 1 to then move to replace
them. 5 moving is an example of moving away from the ball, to create a space for 1 to
cut toward the ball.
1 5 4
3 In this example, 2 cutting to the opposite corner creates the space that 1 can cut
toward. If 2, for example, “sealed” and tried to receive a pass in the low post position,
it would severely limit what 1, 4 and 5 could do.
2 5
4 1
The Puzzle Game can also be used with positions on the court that are more aligned to
5 offensive positions on court.
2
3
1 4
3 Even though 2 is moving to the opposite corner, by cutting to the basket first,
they are likely to get a defensive reaction.
4
2
5 4 then moves away, creating room for 5 to cut to the basket.
1
3 “Little-Big Screen“
Many teams will automatically switch screens on a baseline play. Having a guard set a
2 screen for a “big” in this situation can create a mismatch.
x2
x5
5
2 screens for 5 and the defence switch. 5 cuts hard to the basket and looks to post
against the smaller x2. 2 cuts to the perimeter, looking to isolate the bigger x5.
3 There are three “safety” areas, where players may get open.
Defenders are usually most focused on guarding the key.
Safety 3 Safety 1
• Safety 1 – the “deep” corner. This can be a very hard pass for juniors to make.
If attempting the pass 3 should step back from the baseline as much as possible.
• Safety 2 – is often thrown as a lob pass, which is again difficult for many juniors.
Safety 2
• Safety 3 – is the easiest pass, although many defences will deny a pass to this area.
4
5
3 Against a zone defence, an early corner cut can be very effective. If a pass is not
x4 denied, then the ball can be entered easily.
x3 x5
4 2
3 If the pass is denied (x3) this requires a rotation by the frontline (e.g. x5 moving to
x4 defend 4) and this can create an opportunity for 5 to cut to the basket.
x3 x5
4 2
3 Against “man to man” defence it is often effective for the cut to the near corner to
x3 happen a little later.
x4 x2
4 2
x5
3 1 can then cut into this space while 5 can look to “seal” their defender to receive a
x3 lob pass.
x4
4 x2 2
1 could use a screen from 5, noting that 5 would need to find where x1 was - here x1
is at the foul line, not near 1.
x5
x1
5
Things to Consider
Some additional items for consideration are:
• Ensuring that players know where on • Knowing from where the sideline pass
the court the ball can be passed and, in will be taken, particularly in the last two
particular, whether it can be passed into minutes of the game where an offensive
the backcourt. Players need to be team can call a time-out to “advance”
particularly aware when passing to a player the ball to the front court;
near the middle of the court, as a badly • There is often more scope for defenders
thrown (or poorly timed) pass may lead to to aggressively deny the inbound pass,
a violation if it is caught by a player moving and offensive players using back cuts
from the front court to the back court.; can be effective.
Safety Areas
There are two “safety” areas in the context of a sideline play, which, particularly for
young athletes will be where most passes are made (see diagram 1) – to the middle
of the court or toward the wing on the side of the court the ball is passed from.
Few junior players can accurately pass the ball across the court.
x3
3 3 x3 3
Safety 2 Safety 2 Safety 2
Players should particularly take note of how the inbounds pass is being defended.
In Diagram 2, the defender (x3) has their back to the baseline which means they are
preventing the pass toward the basket or wing, so that a pass to the middle of the
court may be easier. Whereas in Diagram 3, x3 has their back to the opposite sideline,
which makes the pass toward the wing easier.
Another defensive method is for x3 to have their back to the inbounds passer so that
they can see players cutting toward the ball and can deny those cuts.
This method is often used when the defensive team want to particularly deny the ball
getting to one player. Here, x3 may strongly deny 1 from getting the ball, but not 5.
In this situation, having both players cut at the same time can help to have one of them
5 1 get open.
x3
There are many structured sideline • It is usually more effective for a player to
plays, and coaches that want to use a catch the ball whilst they are moving, rather
structured play with junior teams should than standing still. If they stand still (or cut
make sure that they emphasise: toward the ball and stop), the defender will
• Players should “read and react” to the often be able to steal the ball;
defence. For example, if a player is meant • After cutting to the ball, if a player does
to set a screen, but their defender loses not receive the pass they need to move
sight of them, then they should look to away from the area so that another player
receive the ball; can lead to the ball.
Below is a simple structure that can be
used with junior teams to inbound the
ball from the sideline.
1 2 1 cuts off 5’s screen and 4 moves to the corner (to give 1 space to cut into).
This movement away from the ball will often provide the opportunity to pass to 4.
5 4
3
If 1 does not receive the pass cutting to the ball, they also move toward the corner,
4 and 4 moves out of the corner.
2
5 2 cuts to the ball, and may move around 5 to create some “traffic” that may make it
hard for their defender to continue to deny the ball.
1 3
As 1 moves to the corner, and 2 moves toward the wing, 5 cuts toward the ball. This
pass is often open because the defender on 5 is not as adept at denying a pass. If they
4 do deny the pass then 5 can stop and “seal” to receive a lob pass.
1
5
2
3
With the recent change to the shot clock 4. Use a shot clock during scrimmage and
only being reset to 14 seconds on an reset it at random times. Whilst it is
offensive rebound (instead of 24 seconds) important that players learn the rules as
the number of times in a match when to when a shot clock resets, they also
an offensive team may be in a “late shot need to be used to checking what is on
clock” situation is likely to increase. the shot clock, and then communicating
In preparing teams for “late shot clock” that to team mates. Some coaches place
situations, coaches should consider: this responsibility on the point guard,
however all players should develop it;
• Developing the awareness that players
have of the shot clock; 5. “Time and score” scenarios – have
teams specifically practice “late clock”
• Offensive structure -
situations. This can be done by either:
what shot they want to get
a. Setting a scenario at the start of a
Developing Awareness scrimmage such as, there’s 12 seconds
of the Shot Clock on the shot clock and the ball is on the
There are many “little things” that wing;
coaches can do to help to develop the b. Starting a scrimmage with the rule that
awareness that players have of the shot the team cannot shoot until the coach
clock. It is probably too late if during a starts to count down from 10 – with
game the coach has to yell “shot clock” this the coach can vary where the ball
as it gets below 10 seconds! is (both location on the court and who
Some things that can be done are: has it);
1. Use a shot clock in practice, preferably one c. In any scrimmage, having a 14 second
that is visual not just a countdown by the “shot clock” on any offensive rebound
coach. iPads or other tablet devices may (this could also be reduced to 10
have a countdown timer that can be used. seconds).
What a particular team chooses to With more experienced teams, the most
do will depend upon their level of important element is to get the ball into
experience and skill. With a young the hands of whichever player will make
team, an on ball screen might be the best decision of what to do – whether
disastrous as it only creates a situation that is shoot themselves, penetrate or
where there are now two defenders make a pass to a team mate.
near or on the ball! Teams also need to know who they want
With young teams the rule may be as to shoot the ball - which player has
simple as if you have the ball and are the best chance of scoring. This will
in a position to shoot, then shoot! obviously depend upon the skill of each
Part of the offensive structure might player but may also depend upon what
also be for designated rebounders to “mismatches” exist.
move toward the key, as a shot will
happen soon.
Initial Alignment
Players initially align in a “box”.
1 4 5 cuts hard to the perimeter and 1 cuts hard to the corner. If there is only time to
“catch and shoot” for the two players in these positions to be able to shoot from
2 5 3 the perimeter.
If the ball is passed to 5, 2 can sprint past for a hand-off from 5, looking to shoot off the
dribble. Once they have the ball, 2 can also dribble off a screen from 3.
1 4
2 3
Alternatively, 2 can cut off 5 and a screen from 3, to receive a pass at the wing.
1 4
2 3
If the ball is passed to 1, they can come off a ball screen by 5, whilst 3 again cuts the
baseline off a screen from 4.
3
2 steps into play and may receive a return pass for a shot.
4
2 5
Follow-up
1. Does your team have an automatic rule for offence in a “late shot clock” situation?
Discuss with coaching colleagues what they do.
2. How often do you think your team gets a good scoring opportunity from a baseline inbounds play?
Have someone record this at your next game – was your expectation correct?
3. Do you have a sideline offensive play? Discuss with other coaching colleagues their approach?
4. Who on your team would you want to take a “last second” 2 point shot or 3 point shot?
Discuss with a coach that has watched your team play who they thought would take those shots.
TEAM
Chapter 3
Management
COACHES MANUAL 239
Chapter 3
Management
3.1 League coaching
3.1.1 Characteristics of league coaching 241
follow-up 250
Some coaches also choose not to use When preparing to play an opponent
various aspects of their playbook in the again, the coach should review:
initial part of the season, so that teams • What worked well on the last occasion
“scouting” them do not see all the (e.g. particular screening action, type
strategies that they may have in place. of defence);
This is a legitimate tactic to use, • What tempo did the opponent prefer
however, coaches should also be and how did they attempt to influence
conscious that often when a team plays the tempo;
in a competitive situation, the coach will
• How did the opponent defend key parts
recognize different things that need to
of the team’s offence;
be worked on, beyond what they see
in practice. This may be because at • Where there any particular “match-ups”
practice all players know what the team where the team either had a particular
is doing and accordingly “cheat” or advantage or disadvantage.
react not to what is happening but what At the end of the season ladder position
is meant to happen. may depend upon the “split” between
Therefore, if the coach does want to teams. Coaches must be familiar with the
keep some aspects of their play “secret” particular rules of their league, however
early in the season, they should look often if the teams are otherwise equal
for other competitive opportunities to (e.g. same number of games won-lost)
practice it – perhaps bringing in another the team that won the most games
team, or some other players, against between them, or has the best points
whom they can to practice the strategy. differential between them, will be ranked
higher on the ladder. This adds additional
Preparing to play an importance to each game.
opponent multiple times
Reviewing Performance
Because teams play opponents a number
of times during the season, league
and Changing Tactics
play provides an opportunity to be well Coaches will constantly review the
prepared. However, it is important not performance of their own team and
to assume that an opponent will play as should spend at least as much time on
they did on the last occasion, because: their own team as they do “scouting”
upcoming opponents. Their review
• They may be implementing patterns of
should not simply look at ladder positions
play throughout the season;
or “wins and losses” and instead should
• They may change tactics based upon look at how the team is performing and
what worked (or didn’t work) on the how each player is performing.
last occasion;
When a team is not playing well, the
• The last game may have been particularly coach must form a view on whether:
good (or bad);
(a) The tactics chosen for the team are
• The roles of individual players may have appropriate (but not necessarily
changed due to injury, form (good or poor) performed to standard); or
or other factors.
(b) The tactics for the team need
Accordingly, coaches should still scout to be changed.
an opponent, even if they have played
Some factors that need to be considered
them before, using video, statistics as
in reaching this decision are:
well as notes taken after the last game
(or series of games). • Any injuries that the team has had;
• The player’s comprehension of the tactics;
• The physical attributes and skill level of
individual players on the team (particularly
comparative to other teams in the league);
• The objectives for success for the team • In what areas did they have an advantage
– is the focus short term (i.e. win the previously (e.g. individual match-ups,
championship this season) or longer tempo or patterns of play) and what
term (i.e. preparing the team to be adjustments can be made to negate this;
competitive within a certain timeframe); • Has the opponent introduced any changes
• How long does the coach have to to how they play since the team last
make any changes (this includes both; played them;
at what point in the season the team is, • What is the recent form of the opposition
as well as how often they train). players and, in particular, is it likely that
There is no definitive guideline to players will have different roles (either
determine whether or not a coach time played or positional role) than when
should change tactics nor what changes previously playing against them?
they should make. Changes do not have When preparing for play-offs coaches
to completely “throw out” what the team need to anticipate what changes to
had prepared and instead the coach tactics the opponent may make and,
can consider: whilst there may be objective data (e.g.
• Changing the starting line-up or observation of what the opponent has
substitution pattern; done in other games) it also includes
• Being more prescriptive about what an element of speculation. In addition
options the team is to use and at what to watching the opponent’s previous
point in the game they will do so (for games (which, particularly with junior
example, using a particular “start” teams, may be difficult), the coach can
before moving into motion offence); consider an attempt to identify possible
changes of tactics:
• Changing the roles of players (e.g.
moving a point guard to the shooting • Looking for opposition players that average
guard position); more shots per game when playing against
other opponents – they may take more
• Preferring a particular option within their
shots in the play-offs than they did when
team’s offensive and defensive schemes
played against them in the regular season;
(e.g. opting to “go under” when defending
ball screens). • Which teams in the league are most
similar and how did the opponent play
Play-offs against them – any difference in tactics
Different leagues will have different may also be used in the play-offs.
formats for the finals (or “play offs”).
Teams may play a “sudden death” game
Other factors the coach
(e.g. winner of one game proceeds to should consider are:
the next stage) or they may play a series • Keep the routine in the play-offs the same
(e.g. first team to win 4 games proceeds as during the regular season as much as
to the next stage). possible – consistent preparation leads to
consistent performance;
Whatever the format, it is likely that you
will be meeting an opponent again that • “Control the controllables” – play-offs often
you have already played a number of involve short recovery time between games,
times and accordingly, in preparation more travel, more media commitments
need to consider: and these can easily become excuses for
poor performance. Elite teams, however,
• What worked well against them previously
do not let things out of their control impact
(e.g. individual match-ups, tempo or
performance and do not allow any team
patterns of play) and what adjustments
member to suggest otherwise.
they might make;
Which of these you will be able to do Video does not always capture the
depends very much upon the league whole court (particularly a TV telecast
your are in, the resources that your which often focuses on the ball) and it
club has and how much time you have. is also difficult to hear what coaches
Most coaches (if they have the time) or players are saying during the game
prefer to see the opponent “live”. (e.g. calling a play).
Below are a number of things to
take into account when watching
an upcoming opponent:
Watch the team warm-up. It’s a good way to find out which players are left
DO or right handed and an indication of how well they shoot from the perimeter
Make a note of which players start each quarter and the first one or two
substitutions each quarter
Watch the game initially without taking too many notes – focus on tendencies
that the team has (e.g. what defence do they play and is it aggressive?)
Prepare a simple “scouting” document, so that you can take notes quickly
(“ticking” boxes as you see tendencies or concepts of play).
Make a note of any particular game situations and what their response was
(e.g. 10 points down with a few minutes to play, they went to full court press)
Listen and see if you can hear what any plays are called
When scouting you must consider first, what is the team doing?
Secondly, what impact it may have upon your team? An example scouting form:
This table is designed so that the coach • Fast Break – do they look to break?
may “tick” the shaded box when they What triggers it?
see a particular defensive strategy or • Half Court – what alignment?
can make a very short note (e.g. “½” How well do they move the ball?
may be written in the shaded box if the Do they cut well?
pick-up point of a press is half way). • Offensive sets – do they play any particular
set or action (e.g. ”Flex” or “Horns”).
In the final column the coach can write How do they signify what play to use
notes about what their team might do (verbal or visual signs)?
in response to that defensive tactic. • Tempo – are they a controlled team
A similar table could be used for or do they prefer a quick tempo?
team offence, particularly taking • Do they chase offensive rebounds –
into consideration: guards, forwards?
• Are they organized against a zone
defence – do they look for inside shots
or outside shots?
• What screens do they use?
Do they “screen the screener”?
Follow-up
1. Discuss with a coach from another sport (that competes in “league play”):
c. How do they ensure their team is performing at its best at the end of the season.
2. What records do you keep after a game? Do they help you to prepare the next time you play that team?
Discuss with other coaching colleagues their approach.
3. What goals would you set a junior team when they are playing an opponent that beat them by 30 points
earlier in the season? What goals would you use if your team beat an upcoming opponent by 30 points
earlier in the season?
4. Discuss the following statement with coaching colleagues With junior teams (up to age 15) your focus
should be on how they play not on changing tactics to suit particular opponents.
“Tournament Play” is unique in many “Tournament Play” will often have many
aspects and is characterized by: distractions for athletes, which are not
• The team being likely to have had limited present throughout a league, such as:
preparation together and may consist of • Living away from home;
players that are all “starters” on their • The tournament may be a part of a “multi-
other teams; sport” event with different sports finishing
• Being played in a short time, no more at different times (typically, basketball
than 2 weeks; continues throughout the event);
• The team having relatively little rest • Changes to diet, sleeping routines
between games (perhaps 24-48 hours) (with different game times) and possible
and in junior tournaments may play more social interaction problems caused by
than one game on one day; “living together”.
• Teams being grouped into “pools” and In preparing a team, the main things
results in the initial 2-3 games may that a coach must consider are:
determine where the team are placed at • Selecting the team;
the tournament. Regularly, a team may
• Selecting assistant coaches and
lose only one game (quarter final) and
“support staff”
not gain a place in the Top 4;
• The Team’s “Playbook” – preparing for
• Variable game times, with games in
what they will do on court;
the morning, afternoons and at night;
• Organising the “off-court” – putting the
• Playing each opponent only once.
tournament together;
• Understanding the Tournament Rules.
The coach must consider: Ideally, the coach will have had the
• The style of play they want for the team; opportunity to watch the player play
prior to the selection session, although
• The team having a “balance”
more likely they have seen some but not
(guards, forwards and centres);
all of the athletes. This makes selection
• The selection policy and criteria set particularly difficult because the coach
by whichever body is responsible for may tend to prefer the athletes that they
the team. are familiar with.
The coach will have a limited number The selection policy will include a
of sessions with players in order to process that the coach must follow.
pick the team. These sessions should It is recommended that coaches:
allow the players to “play”, giving them
• seek input from a “panel” of coaches;
an opportunity to demonstrate their
skills. Most of the activities should be • that all coaches involved in the selection
contested, whether that is 1x1, 4x4, process make brief notes on each athlete;
an “advantage / disadvantage” situation • in the selection meeting, work through the
(e.g. 2x1) or 5x5. The coach may do little complete list of athletes being considered
teaching during the session, although and group them into the role they could
they are trying to make an assessment play on the team (guard, forward, and
of how “coachable” athletes are. centre). Every athlete must be put into a
Typically, the coach may “set up” what category and this ensures that no athlete
they want done in an activity (e.g. ball will be overlooked. An athlete may be
reversal, with down screen) and this included in more than one category;
may reflect or include concepts that • coaches should discuss each athlete
they wish to use with the team in after each session, working through the
the tournament. list logically (e.g. alphabetically) as this
The coaching staff need to assess each will help coaches to identify if there are
athlete in terms of what contribution athletes they want to see “more”.
they can make to the team at this
tournament. This will include making
an assessment of the player’s:
• skill level;
• versatility to play a number of roles
within the team;
• attitude – will they “accept” their role on
the team, particularly if their role is likely
to be as a “non-starter”;
• understanding of team concepts and
how responsive they are to coaching.
• Check on their fitness, particularly to Prior to the tournament, the coach may
understand the progress of any injury also share technical information with
rehabilitation or treatment for illness; their players, such as:
• Ensure that the player understands what • A “playbook” of what strategies and tactics
role the coach wants them to play with the the team will use at the tournament;
team at the tournament; • Scouting information on likely opponents
• Information about the tournament (e.g. game (both teams and players);
schedule, accommodation arrangements, • With senior athletes, the coach may seek
travel arrangements etc) – often this may be their input into team tactics or scouting.
provided by a team manager.
Follow-up
1. What are the main differences between tournament play and league play?
2. What activities would you use in a selection trial for a team to compete in a tournament?
What differences would you make if selecting a team for league play?
3. Once the team competing in a tournaments is selected, how would you communicate the structure
with the players?
b. What “scouting” of opponents they did and how they did it;
c. What adjustments the coaches made during the tournament to either the roles players
had or structure of play?
5. Watch a game and get a video of it if you can. Limit yourself to 6 hours to prepare a presentation to
your team to and prepare them for a game against one of the teams.
TEAM
Chapter 4
game coaching
COACHES MANUAL 261
Chapter 4
Game coaching
4.1 Finishing the game
4.1.1 Defending a lead 263
4.1.2 Catching up - reducing an opponent’s lead 267
Follow-up 272
• After the defence get the ball, either • Only taking a small number of shots
through a steal, rebound or an offensive (1, 2 or 3) at a time;
score, the defence goes to the other end • Imposing a penalty when shots are missed
to score unguarded. They can shoot a (e.g. have a drink break if made, sprint full
two point shot or a three point shot and court if missed);
continue shooting until they get a score; • Activities where every player must
• The defensive team then return the ball contribute (e.g. the team must make 10
to the offence and play to again play shots in a row, each player shooting once).
contested in the half court; This type of activity can seemingly place
more “pressure” on the shooter as the
team gets closer to the goal.
4 4
1 x1
1
“Horns” Set
2 4 This is run to get a shot for either 2 or 3.
1 dribbles off the screen from 3, who then cuts across the key off a screen by 5.
At the same time, 4 sets a screen for 2 on a turn out cut.
1 has the option of passing to 2 or 3. 3 can catch and shoot or drive to the basket.
5 3
1
High Flash
This can be run on either side of the floor.
4 4 cuts high from the low post and receives the pass from 1. 1 sets screen for 3 who may
fake cutting off the screen and instead cut back door to receive a pass from 4.
2 5 3
If 3 cuts off 1’s screen, they receive a dribble hand-off from 4 and then look
to drive to the basket.
If the defenders of either 5 or 2 attempt to help on this penetration, 3 can pass
1 3 to the open player (e.g. if x2 helps , Player 2 is open).
2 5 4
Dribble Handoff
1 dribbles towards the wing and 2 cuts off screen from 4 to receive dribble hand off.
3
5 4 2
x2
5 4 2
x4
If 2’s defender fights over the screen, 2 may cut back door to the basket.
x4 x2
5 4 2
If 2 gets the hand-off but cannot penetrate to the basket they can pass to either 3 or to 1.
5 If 3 receives the ball, 5 steps into the low post.
If 1 receives the ball, 4 can set an on-ball screen.
3 4
1
2
Alternatively, 4 can back screen for 2 to cut to the corner, regardless of which player 2
5 has passed to.
3 4
1
2
Transition
In transition, 4 (who is “trailing”) sets screen for 3. 1 passes to three and then cuts off
2 staggered double screen. An option is a shot in the corner for 1.
5
1
4
If there is no pass to 1 in the corner, 2 sets screen for 5 to dive to the basket.
1 If 3 still has the ball, they may need to pass to 4 or 1 for better passing angle to 5.
2
If no pass to 5 on the cut, look to isolate 5 in the low post, with the overload
4 5 (3 offensive players on one side) taking away any help.
Follow-up
1. Have you had a team that led by more than 10 points during the final quarter and then lost?
What factors influenced the result of that game? Discuss with other coaches their experiences.
Broadly there are two types of analysis • The number of times that a team (either
that a coach may use to evaluate offensively or defensively) commenced
performance: offence from a particular part of the court
(e.g. left side, right side or top).
• “Tracking” performance; and
From these types of indicators the coach
• Measuring statistical effectiveness.
can identify trends in how a team plays
Tracking Performance (either their own team or an opponent).
Tracking performance records what the For example, it may identify that the
team has done and the outcome that team starts offence on the right hand
occurred. For example, a coach may side of the court most of the time. These
record the number of instances where indicators can also identify what is more
a certain offensive play was used and effective. For example, most teams
whether or not the team scored. With will score more often when they have
junior teams, a measure of whether or reversed the ball than when the ball
not a “good shot” was the result may be stays on one side.
more appropriate than whether a score Typically, these types of measures are
was made. not recorded in the standard basketball
Any particular coach may have statistics (standard statistics will, for
particular things that they wish to example, record where a shot was taken
“track”, some commonly tracked and whether or not it went in, but not
occurrences are: the “action” that led to it being taken).
• Use of a particular play or the particular Accordingly, an assistant coach or parent
options within a play (both offensively will need to record these measures if
and defensively); the coach wants them. If the coach is
doing a video review, they may also wish
• Whether or not the team “reversed” the
to “tag” the same statistics so that the
ball (moved the ball from one side to
video can be easily obtained.
another) in offence prior to shooting;
• When in the shot clock shots were taken Using the measures the coach can also
(e.g. first 6 seconds, last 6 seconds or determine indicators of success. For
within 7-18 seconds); example, if a team scores more often
after they have reversed the ball in
• The number of times an opponent
offence, the coach can set targets for
“reversed” the ball prior to shooting;
ball reversals, knowing that increases
• Whether the ball was passed or dribbled the likelihood of scoring. In this way, the
across half way; measures often allow the coach to set
• “Post touches” – whether or not a player “process” rather than purely outcome
in a post position handled the ball prior to goals. The process goals are based
the team shooting (regardless of whether upon the impact that “process” has
the post or another player took the shot); been measured to have on outcomes.
Follow-up
1. How do you assess the effectiveness of your team’s offence and defence?
2. Discuss with other coaches (including coaches from sports such as hockey or football)
how they assess effectiveness.