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coaches manual
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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

Roles and values


Coaching manual 03
Chapter 1

Roles and values


1.1 Leadership
1.1.1 Leading the team 05
1.1.2 Case study 11
1.1.3 Selection of support staff 20
1.1.4 Influencing a broader network of coaches 21
Follow-up 23

1.2 Working with officials


1.2.1 Officiating points of emphasis 24

1.3 Sport integrity compliance


1.3.1 Sports betting 25

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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

“Leadership is the There is a considerable amount of material


available on the topic of leadership
To the optimists, we say that leadership
is about behaviours and not traits or
ability to lead by and many models for evaluating and
developing leadership skills.
personalities. There is no one “leadership
type”. Everyone has seen great leaders
example and create This chapter reproduces work from the who are quietly inspiring and others who
possess larger-than-life personalities.
an environment that Fuqua/coach K Centre on Leadership
and Ethics. Coach Mike Krzyzewski Leadership is ultimately about what you

allows others to needs no introduction within basketball


and is undoubtedly one of the best
do and how that affects the perception
of who you are. For example, if people
perform at coaches that game has had. His Duke understand what you stand for as a
person and perceive you as caring about
University teams have won national
their optimum.” championships and he has also won them, they will respond with loyalty and
Olympic and World Cup gold medals trust. Leaders can be made and improved
Nathan Buckley with the USA Men’s Basketball team. upon if they can analyse their behaviours
Much of his success derives from his within a framework, understand the types
“leadership” and he is highly sought and interactions of behaviours that result
after in business for this experience. in effective leadership, and modify their
behaviours based on that understanding.
The Six Domains of Leadership1
In our roles at the Fuqua/coach K Center So, what is leadership?
on Leadership & Ethics (COLE), we have Leadership is not about prestige, power
the opportunity to interact with a wide or status; it is about influence and
variety of executives and students. persuasion. It is not based on position,
Some are sceptics and others are nor is it solely a matter of hierarchical
hopeful. The sceptics ask us, How can relationships – it is as much about
you teach leadership? Isn’t leadership leading one’s superiors and one’s
innate – either you have it or you don’t? peers as it is about leading one’s direct
The optimists ask us, How can we reports. You can have an organisation in
become better leaders? which everyone is a leader and exhibits
To the sceptics, we respond that leaders leadership behaviour.
are both born and made. Everyone is Leadership focuses on creating
endowed with distinctive strengths and organisations, changing organisations,
weaknesses that affect their capacity and sustaining organisations as they
for leadership. However, most fall short confront internal and external obstacles.
1 T his article is by Sim B. Sitkin, E. Allan Lind and Sanyin of fully maximizing their leadership
In this way, we view leadership as being
Siang and is reproduced in its entirety with their kind potential. Our role as educators is to
permission. The authors work at the Fuqua/coach distinctive from management, with
help our students to better leverage
K Center on Leadership & Ethics (COLE). For further leadership focusing
information see http://cole.fuqua.duke.edu their capabilities.

Coaching manual 05
1. Roles and values 1.1 Leadership 1.1.1 Leading the team

more on people and creating value behaviour as well as related topics


and management focusing more such as work on trust, fairness, and
on systems, implementation, and control, and we examined what social,
processes. One is not more important political, and cognitive psychology and
than the other, and both have key roles sociology and political science had to
to play in any organisation. say about leadership. In our research,
six distinct clusters of leadership
Six Domains of Leadership behaviours emerged, each with its own
Several years ago, two of us (Sitkin distinct effects on followers. These
and Lind) undertook the development six domains-personal leadership,
of a leadership framework based on relationship leadership, contextual
strong theory and a broad base of leadership, inspirational leadership,
scholarship, but we sought also to supportive leadership,
develop a model that would work well and ethical leadership-together create
in the everyday world of leadership a comprehensive and dynamic model
action. We reviewed leadership of leadership activities as illustrated by:
research and theory in organizational

STEWARDSHIP Leadership Domains and Effects


The placement of the domains in the framework shows
their relationship to each other and the effects they
ETHICAL produce, as indicated by the surrounding circles. For
HIGH INITIATIVE
example, the relational domain is in the center because
ASPIRATION
leadership is ultimately about the leader-follower dynamic,
INSPIRATIONAL SUPPORTIVE and its effect of trust is an element that percolates through
all types of leadership situations. The three foundational
domains become the building blocks for the next tier of
PERSONAL RELATIONAL CONTEXTUAL domains – inspirational and supportive leadership. For
ethical leadership at the pinnacle to be most effective,
CREDIBILITY TRUST COMMUNITY all five supporting domains must be in place.

This view of leadership behaviours their willingness to both support and


as encompassed by the six domains challenge others as needed.
includes not only intellectual aspects On an organizational level, it provides
of leadership but also emotional and leaders with a contextual platform to
reflective aspects that encompass accept the responsibilities of being
individual leaders, their relationship a leader capable of inspiring a sense
with others, and their ties to a larger of communal pride. The framework
community. This allows the model is also noteworthy for its focus on
to speak to leaders and students of behaviours, its integrative and dynamic
leadership at multiple levels. conceptualization of leadership, and
On an individual level, it motivates people its grounding in a diverse range of
to explore their own leadership potential. scholarly disciplines.
On a team level, it encourages team We will provide a brief overview of the
members and team leaders to reflect six domains, the behaviours associated
on interpersonal relationships, with each, and the effects that they
including their skills in developing create in the follower.
emotional connections with others and

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1. Roles and values 1.1 Leadership 1.1.1 Leading the team

“A leader is best Foundational Domains –


Personal, Relational
Relational leadership:
If personal leadership is about the ability
when people barely and Contextual Leadership to project one’s self and one’s values to
create a leadership persona, relational
know they exist; when Personal leadership:
Leaders need to be seen as personally
leadership is about the ability of the

the work is done, the capable of leading, as authentic, and as


leader to demonstrate understanding
and respect for the follower and care
dedicated to their team. Each leader
aim fulfilled, they needs to establish credibility in terms
for that individual’s welfare. Does the
leader view the followers as real people
will say: we did it of vision and experience. In the eyes
of the followers, is this person qualified
with distinct strengths and weaknesses
and emotions or just as a means to an
ourselves.” to lead them? Does this leader have an
idea of where the team or organization
end? To show an understanding and
appreciation of others, the leader must
should be heading and how to get them
Lao Tzu there? Is that goal ultimately what’s
be able to engage the team and give
them a voice for their perspectives – and
good for the overall organization and
then listen to that sharing of ideas and
consistent with the values espoused by
demonstrate its real value going forward.
the members of the team? In preparing
for this, did the leader take the time to Just as people need to be led by
understand the environment and the someone real, they also desire to be
challenges associated with a understood, respected, and cared
particular goal? about. Does the leader show genuine
concern for the followers? This kind of
At the end of the day, people want to
concern can be illustrated by something
be led by a real person and not by a
as simple as a thank-you note or as
title or role. In the personal leadership
complex as establishing a job search
domain, leaders must develop and
support strategy for every displaced
exhibit an authentic leadership style
employee after a major lay-off.
that projects who they are and what
they stand for. Followers also need to In becoming a strong relational leader,
see their leaders demonstrate passion one must also be able to talk honestly
and commitment to the organization – with individuals on the team and with
does the leader have skin in the game, the team as a whole. This may involve
so to speak. In this domain, leaders transparency in making a decision or
need to have their words backed up providing honest feedback about an
by their actions. We’ve heard stories individual’s performance. When strong
of senior executives in organizations relational leadership is present, the
that try to effect a change – only to leader and followers will have built trust.
fail because they themselves were not Contextual leadership:
perceived as embracing the change Today, more than ever, people’s
they championed. At the end of the identities are linked strongly to their
day, it helps when a leader’s actions are organization. More and more, people
consistent and predictable. derive their sense of self from their
When a potential leader shows good work, and good contextual leaders
personal leadership by demonstrating foster and harness this sense of identity
capability, authenticity, and dedication, for the good of the team and its goals.
the consequence is credibility. In the contextual leadership domain,
leaders create a sense of communal
identity for the team by helping the
members see what the team’s values
and mission are and what the teams
stands for as a whole.

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1. Roles and values 1.1 Leadership 1.1.1 Leading the team

“A leader takes people Furthermore, the strong contextual


leader is able to create a sense of
invest in something that they see as
being bigger than themselves, and the
where they want to coherence and effective coordination by
clarifying for the members the structures,
inspirational leader is able to help them
understand why the vision is worthy of
go. A great leader procedures, norms, and practices that their best efforts and that the vision is
achievable. Ultimately, the inspirational
are in place. Why do these systems
takes people where and procedures exist and how do they leader creates a culture of passion that
results in high aspirations among the
they don’t necessarily fit into our organization and mission?
More important, what is my role as a team members.

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

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1. Roles and values 1.1 Leadership 1.1.1 Leading the team

A number of behaviours help establish celebrate successes as well as identify


that sense of security. One is the areas for improvement. A recent
leader’s ability to provide internal BusinessWeek cover story (“How
support. Does the leader help team Failure Breeds Success”, July 10, 2006)
members get the resources and tools illustrated the innovations that resulted
they need in order to reach the goal? from lessons learned in the aftermath
For example, are the rules and systems of great failures. In the article, several
in place and is additional training celebrated leaders tell how they have
provided if needed? This involves the learned from failure. These leaders
leader understanding the limitations are where they are today because of
of the team and what it is capable supportive leaders along the way who
and incapable of. Team members gave them the room to make those
derive security from knowing that the mistakes and learn from them.
leader understands their strengths This security leads to a collective
and weaknesses, and hence will not confidence in the team’s abilities and in
push them beyond the limits of their each team member’s intentions. It gives
abilities. In leading subordinates, a room for the team members to develop
supportive leader creates a safety net as leaders themselves and mentor
for the team to take intelligent risks. In others in their leadership development.
leading up, a supportive leader engages The effect of good supportive leadership
their superiors in understanding the is to make it possible for team members
situation and the required resources to take the initiative to make intelligent
needed to accomplish the goals of decisions and to undertake informed
the organization. Hence supportive independent action. The team becomes
leadership rests on the relational sustainable without the need for the
leadership domain and its associated constant presence of the current leader
trust effect, and on the clarification and at the top.
understanding of different roles and
functions within the team that is part Pinnacle Domain –
of good contextual leadership. Ethical Leadership
A second aspect of supportive While the other five domains focus on
leadership involves providing a buffer what makes one an effective leader, the
ethical domain looks at what makes one
against external forces that can distract
not just an effective leader but a good
or hamper the team, reducing its
leader. When one is a leader, one’s
effectiveness. The supportive leader
actions and decisions affect the lives of
deals with politics external to the team
others. Leaders have an obligation to
and limits the potential intervention from
think in terms of what is profitable, but
external bureaucracy, creating space they also need to balance that against
for the team that allows team members what is good for the team, organization,
to focus on the goals at hand. and larger society. They are called
Finally, a sense of security can be to balance the long-term and short-
derived from creating a culture of term goals in terms of what is good for
learning and shifting away from a everyone involved. Creating a work-life
culture of blame. The tendency to balance falls under this notion.
blame when things go wrong is natural Ethical leaders are role models for their
and instinctive, but blame is poison organization and they develop others
for team spirit. The supportive leader into role models as well. They personify
focuses the team members on honestly the organization, and through their
acknowledging and addressing the action, they show by example how to
issues at hand instead of pointing integrate the values espoused by the
fingers. The leader may engage the organization in a way that is true to their
team in an after-action debrief to own values.

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1. Roles and values 1.1 Leadership 1.1.1 Leading the team

Ethical leaders also engage followers Conclusion


in shaping organizational values and Some perceive leadership as an art
holding each other accountable to rather than a science. To be sure,
those values. They foster a sense leadership results from a complex mix
of ownership in the fate of the of instinct, conscious decision, and
organization. Part of this involves action based on the situation, the people
engaging the team in making the difficult involved, the goals, and the experience
trade-offs that the organization may of the individual leader. However,
have to face. For example, should the it is more accessible than trying to
organization participate in the practice imagine the next work of an artist’s
of bribery when doing business in intuition and creativity. Six distinct
countries in which bribery is the norm domains of behaviour interact with one
or risk losing to competitors? Should another to create a sense of loyalty,
the organization expend its resources trust, community, high aspirations,
to purchase goods that are costlier but independent judgment, and stewardship
more environmentally friendly? among the followers. In learning
When strong ethical leadership about and reflecting upon one’s own
exists, people derive a great sense of behaviours, in engaging others, and in
pride from the organization and take being open about their perceptions of
ownership of the organization’s actions. those behaviours in the context of these
The effect of the ethical domain is six domains, one can learn to be a better
stewardship in which every follower and more effective leader.
sees the organization as “my house”.

Coaching manual 10
1. Roles and values 1.1 Leadership 1.1.2 Case study

1.1.2 case study


We have reproduced extracts from an Coach Mike Krzyzewski has coached
interview with coach Mike Krzyzewski, the Duke Men’s Basketball team since
who gave detailed insights into his 1980 and has also been the head coach
leadership style and the challenges of the United States National Men’s
that he has faced within his programme Basketball Team. He is one of only three
at Duke University. The article is coaches in NCAA history to have won
reproduced with the kind permission of at least four National Men’s Division 1
the copyright holders. basketball titles. He has also coached
the USA Men’s team to both World Cup
Developing Team Leadership: and Olympic Gold medals. The interview
An Interview with Coach with coach Krzyzewski was structured
Mike Krzyzewski 2 around three questions:
Teams increasingly are being relied
1 How do you recruit and develop
upon to accomplish work both in
team leaders?
corporations and a wide variety of other
kinds of organizations. The quality of 2 How do you create a context for
team leadership, whether from formal team success?
leaders or from other team members, is 3 How do you develop and sustain your
becoming increasingly important. Thus, own team leadership capacity?
2 S im B. Sitkin and J. Richard Hackman, Developing the question “What does it take to foster The questions are written in italic and
Team Leadership: An Interview with coach Mike and develop superb team leadership?” coach’s K’s answers follow immediately
Krzyzewski, Academy of Management Learning &
Education, 2011, Vol 10, No 3, pp494-501
is a critically important one. after the question.

Recruiting and Developing Team Leaders


You have had players who are quite different from each other, and one of your trademarks is how you
adjust your system and strategy to the composition of your team each year. How do you go about that?
Let me illustrate with an example. In our most recent team, we had senior co-captains who
were supposed to be our leaders. They had two different personalities. One, Kyle Singler,
was not a verbal leader; he led through example, and I never asked him to do much more than
that. I said, “You play hard and you practice hard all the time. But every once in a while, just
say something to a teammate like ‘That’s good’ or in a huddle, say ‘Let’s go’”. If I asked him
to do too much more verbally, I think it would have messed him up. In contrast, Nolan Smith
was effervescent. He led us well on the road or in the locker room and on the court. But it
was really difficult for him to confront somebody. So I also turned to the point guard and said,
“During the game, you are okay to confront somebody.” And then, as a staff, we had to do more
confrontation because the two guys we had, it didn’t fit their wheelhouse. I try to adjust my
leadership based on who I have to help me lead the team.

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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.

Helping Budding Leaders Realize Their Potential


Sometimes the best leaders are the youngest or newest team members. How do you encourage them to
step forward while still showing respect for the more seasoned members of the team?
Leadership is plural, not singular, so there can be a number of leaders. You want to make
sure that as you are developing your senior leaders, you don’t stifle a freshman who has great
leadership qualities. You give them opportunities to help the older leader and then by the
time they do get to be that older person, they are even better at what they do.
I think it’s important, before they even join the team, that I have seen them on their high
school teams. So I already know this kid has leadership ability, he has good communication
skills, he is somebody who could lead by example or verbally. And then I try to encourage
those who I think would be potential leaders to help out even as freshmen. What I try to
do is not assume that just because the oldest person is the oldest that he is the leader.
You hope that they are because they have the most experience, but not everybody on a
team is a leader or wants to be a leader.
Individuals do not always realise how others are looking to them for leadership. They don’t always realize
how much power and influence they have, or that they have the ability to lead others. How do you help
them see what they have to offer?
One of my best leaders by far of all time is Shane Battier, who went on to play in the NBA.
In the first practice of his senior year, the team had finished stretching, and I’m getting ready
to talk to them to give them a bit of motivation – just a little 1-minute talk. Before I start,
Shane gets them together and he says some things to the team. I said, “That’s pretty good.
I don’t think I can top that.” I told Shane after the workout, “That was good. If you want to do
that every day, you can.” He said “I’ll do it every day.” I never again spoke to the team before
practice for the rest of that year.
Here is another example. One of our standards is to show a strong face. When we watch
tape, it’s not just watching how you shoot or defend. If I see a sequence where a player
shows this magnificent face that’s strong, I’ll stop and say something about it. With the
USA Men’s team I stopped the tape as Kevin Durant, a great young player who I wanted to
emerge, was coming down the court. He looks magnificent; he’s just so strong. So I asked
his teammate, Russell Westbrook, “When Kevin looks like that, how do you feel?” And he
says “coach, when he looks like that, I feel like we’re going to win.” So I turned to Kevin and
said, “Kevin, I want you to understand the power you have. Even before you shoot or defend,
you can create an atmosphere where the people around you feel like they can win. How
good is that, man?”

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.

Finding Leadership in Unexpected Places


Among your players, you have uneven talent, motivation, and need for glory. Yet you need to ensure that
the team functions effectively as a team. How do you draw on the full range of talent in your team given
the wide variety of players’ skill and motivations?
In some organisations you only listen to talent. You’ve got to be talented before you can
give advice or be recognised. We’ve tried not to have that culture. If you have a guy go
from freshman to senior, sometimes the freshman that you bring in is better than the senior.
It wasn’t always that way; it used to be that if you’re an upper classman, you should always
beat out the younger guy. Now, you can bring in three freshman and they would start.
So how is that senior going to be a leader when he is not the best player?
We had a walk-on who became a scholarship player and was a 5-year player, Jordan
Davidson. Guys listened to him more than anybody because he had established himself.
So I think some of it is credibility. If I’m having a team meeting, I might say, “Jordan, what
do you think?” before asking anybody else, to accentuate my respect for him as a leader.

Aligning the Stars


It is a common human tendency, at least in Western cultures, to give the credit or blame for a team
performance to the designated team leader. Research on professional symphony orchestras, for example,
suggests that both audiences and critics tend to hold the conductor accountable for how the orchestra
plays. Moreover, guest soloists – the wonderful violinist or the extraordinary vocalist – sometimes come in
and expect everyone to cater to their needs.
Players in top-ranked basketball teams, whether Duke or the Olympic teams you have coached, also are
composed of high-level stars, people who are used to having the planets rotate around them. How do you
deal with this? How do you help your players accept your own coaching and, ideally, the leadership that
other players may be able to provide? And what do you do if it’s an 18 year old kid, someone not yet fully
formed, who was all-state and recruited by five colleges, who also expects to start out as a star at Duke?
You actually do things socially rather than on the basketball court. In fact, we wouldn’t
continue to recruit a kid who we felt would not eventually “get it”, because his great talent
could turn out to be destructive rather than constructive. So character is a significant part of
our recruiting. Grades too, of course, but character is probably the main thing. I want to see
that the kid is someone who will listen to his coach, that he has shown respect to his parents
and other authorities he has dealt with, and that he is willing to learn.
It’s important to look for things like that when you are recruiting someone for your team,
even if he is a ridiculously good athlete. It is true that you best player can lead you to the
Promised Land, but your most talented player can also lead you to the junk pile. Because that
best player is going to have a lot of influence, you want to make sure before he comes in that
you can have a good relationship with him.
All the players who arrive at Duke are immediately humbled in some ways because of the
level of the work, the speed at which they have to play, and the fact that they are not always
the best player on the court. A lot of them never had to work that hard before because they
always had been the best player. You come in here and you’re not – you are potentially
the best player but initially you’re not. Someone else is working harder than you are and
someone is running the sprints faster than you can. You become fragile during that time.

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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.

Dealing with Derailers


How do you handle “derailers”, people who cause problems no matter what team they’re on – be it in
business or athletics or music or wherever. When they’re there, bad things happen. Such people exhibit a
lack of integrity or they are unable to see what the world looks like through any eyes other than their own,
or they bring out the worst in their teammates. So imagine that somebody passed the recruiting screen
and now you’ve got a sophomore or a junior who is a derailer and is souring the team. Do we try to save
him or do we kick him off?
You save him. With the Olympic team, we would never select them because you don’t have
enough time to help them. It’s a different mission when you’re coaching a college team. A kid
can get sidetracked, and he might be a derailer because of insecurity or for any of a number of
reasons. Saving a kid is important, because it might just be that he lost his starting job, or he’s
discovered that he’s not good enough no matter how hard he works. Part of it can be redefining
what success is for that kid. Before, his idea of success was, “I’m going to be a pro. I’m going
to be a top draft pick.” And then all of a sudden, “I’m not even starting on my team. Holy
mackerel, my whole life is horrible and I’m going to make it horrible for everyone else.”
So I would try to counsel him, individually and doing things face to face, not yelling but saying,
“Look, you’re not on the team right now. I mean, it’s not that you are kicked off, but you’re not
part of us. Why would you do these things? Tell me. I’m going to try to understand. Or do you
not know why you’re doing them?” You deal with it on a one-on-one basis.

Coaching manual 15
1. Roles and values 1.1 Leadership 1.1.2 Case study

Team Leadership as Creating a Context for Success


When you started at Duke over 30 years ago, you didn’t already have a successful programme or a culture
that fostered both winning and mutual respect. How did you get the right conditions in place, and how
have you sustained them?
We could not have succeeded if I were not on a great team myself. By that I mean that
Duke University was a great team under the leadership of Terry Sanford as president and Tom
Butters as athletic director. I always felt that I was on their team and that has been true with
every president and athletic director since then. I worked hard to develop a good relationship
with them. Not that it has not been the other way around, expecting them to develop a good
relationship with me. I knew how much I depended on them and needed their commitment
while I was learning how to do this. I learned a great deal from them and the people
around them.

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.

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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.

Setting Standards and Clearing Away Distractions


You are dealing with fast-changing, fishbowl team environments. What do you do to keep all team
members on the same page?
We try to not have rules on my teams. I have what I call “standards”. When I went to West
Point we had a bunch of rules, all of which I didn’t agree with. Usually when you’re ruled,
you never agree with all the rules, you just abide by them. But if you have standards and if
everyone contributes to the way you’re going to do things, you end up owning how you’re
going to do things. In my experience, the best teams have standards everyone owns.
With the Olympic team, I met with the individual stars. I met with Jason Kidd, individually and
then LeBron, Kobe, and Dwayne Wade before we had a collective meeting. I told them, “I’m
going to have a meeting tonight, not about offence and defence, but about how we’re going to
live for the next 6 weeks. I am going to tell you two of the standards that I want. When we talk
to each other, we look each other in the eye. That’s one. The second one is we always tell each
other the truth. If we can do those two things, trust will be developed, which will be the single
most important thing for our foundation as a group.” And then I said, “You don’t have to tell
me now, but I would like for you to contribute to the meeting and say at least one thing tonight.
And whatever you say will become, if everyone agrees, one of our standards.”
We had a great meeting in which we came up with 15 standards. Each of these guys put
their hand up; they took ownership. It was no longer just their talent; now it was also the
things they said. LeBron said, “No excuses. You know we have the best talent. We’re
playing for the best country. So, no excuses.” And that was our first standard. Jason Kidd
said, “We shouldn’t be late and we should respect one another.” I said, “We should respect
our opponents because they’ve been beating us for the last few years. So we should prepare
and we should never have a bad practice.” And it went on from there. We never had a guy
late and we never had a bad practice. I really felt it bonded us because it wasn’t just me
putting on them something that I believed in. It was me asking them “What do you guys
believe in?”
You said nobody was ever late, but what if somebody was? Would people have looked at you to deal with
it, or would the team have taken on responsibility for enforcing the standard?
If someone was late for the first time I probably would have taken the initiative. I would have
said to a couple of the most respected players something like, “You know, Dwayne was late.
Do you want me to take care of it? And then if it happened again, I would have brought it to
the whole group, I would not have been hesitant to do that if the players did not take care of
it themselves.

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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.

Cultivating and Sustaining Your Own Leadership Capacity:


Taking Care of Yourself
Coaches also have emotions and get angry. “Did you come to play today or did you come to stop by?”
Now that’s a really cutting thing to say, but the coach is angry and shows it. How do you keep yourself in
balance, not faking your own emotions, but also not going too far in expressing them?
On a day-to-day basis you do have to have balance and be clear headed. So you need to
make sure you have your personal stuff together so that when you encounter these obstacles
you don’t fly off the handle. I like to deal with everything face to face, right away. It is a
big thing for me to stay fresh and balanced. I try not to have irritants in my own life so that
when I come to my business life, I’m not bringing my life into the business. I’ve found that
maintaining a fairly active health life, faith life, and family life are pillars that help me to
become a better leader. I don’t know how it works for everyone else. But I start every day
fairly fresh and with a pretty clear conscience. That creates my own atmosphere conducive
for success, and then I try to bring that atmosphere to the team.
That’s visible to the players even though you probably don’t advertise it. It’s a kind of
leadership around issues of character and health and general well-being that they can see.
No doubt at least some of your players are saying to themselves, “Gee, I’d kind of like to have
that kind of resilience, too.” That has to be helpful to them as they are learning to grow up.
You still can fly off the handle occasionally. But when you do, I think it has more impact than
if you’re flying off the handle all the time. I’ve learned over time that to lead you have to be
able to listen and see and feel. And if you create obstacles for yourself – whether you don’t
allow yourself to see other people’s vision, or you don’t ever talk to anybody, or you’re not
keeping in good health – eventually you’re going to have more bad situations than you would
if you keep those avenues open.

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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

1.1.3 Selection of Support Staff


There are many roles within a team in addition to coaching
and playing, although the coach may be required to carry
out some of them.

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

1.1.4 Influencing a Broader


Network of Coaches
All senior coaches, whether within a club, a region or
a national team, should be willing to contribute to the
development of other coaches, even if those coaches
may coach against them in a competition.

Why influence How to influence a broader


a broader network? network of coaches?
In addition to generally raising the This is mostly about developing
standard of coaching, which benefits relationships with the coaches and
the game of basketball, being involved may be done through participating in
in the development of coaches will also: coaching clinics, making your practices
• Generate support for your team and open for other coaches to attend or
programme amongst those coaches; creating a newsletter that you provide
to coaches.
• Assist with the identification of assistant
coaches in your programme and in the For regional or national team coaches
overall succession plan for coaching within (selecting athletes from clubs) meeting
the club; with each of the club coaches to discuss
your programme and the players/coaches
• Assist in the identification of players
involved in it can be very effective.
and development of players, particularly
creating a progression of skills teaching In working with the coaches some key
as the players move through the teams things are:
within the club; Listen
• In a regional or national team, your Take the time to find out what the coach
players will spend more time within their is doing, what challenges they are facing
club environment than in your programme. and, perhaps most importantly, what
The more supportive the club (and club they are interested in learning. This is
coach) is of what is being done in your obviously harder in a clinic situation,
programme the less conflict the player may but whenever you have the opportunity
experience between the two environments. spend time listening to the coaches that
In terms of the development of are in your broader network.
coaches that may be opponents in some These coaches may know your players
competitions, the better their teams are better than you do and may be spending
prepared, the better your teams must be more time with the athletes than the
prepared, which again assists with the athlete does in your programme.
overall development of basketball. Accordingly, these coaches may have
insights into the players that will be
helpful to you, whether that is an insight
into how to motivate the player or their
ability to play a different role.

Coaching manual 21
1. Roles and values 1.1 Leadership 1.1.4 Influencing a broader network of coaches

Share Concepts, not plays


To get the support of a network of Your team may have a particular
coaches you need to share with them. structure in how you play and you
Give them access to your practice will no doubt get questions about that.
sessions and your planning processes. Answer them as freely as you can, but
Gaining access to the “inner sanctum” or also give some insight into why that is
to experiences that others do not get, can your structure – is it because it suits
be exciting and motivating for coaches. your particular players or is effective
Explaining or sharing some of the against likely opponents?
difficulties that you are facing (e.g. in It is important that coaches understand
regards to the timing of camps) may the reasons why, so that they can then
result in the coach attempting to help determine whether or not it would be
rather than hinder the programme. One suitable with their own team. Many
of the first things that you should share coaches will attend a clinic and then
is your programme calendar. try to implement everything from the
clinic with their own team, without
Be Open consideration of whether it is suitable
Part of sharing is also being open with for their team. You can’t stop coaches
the coaches. If mistakes have been from doing that, but you can:
made (e.g. if regional team commitments
• Let them know the factors behind why
conflicted with club commitments),
your team uses a particular structure;
admit them and be open to taking action
to correct them or, at least, to avoid • Discuss the fundamental skills that are
them in the future. If you are not sure of required to effectively use the structure
the answer, then say that. that your team has;
Whether it is a technical question (e.g. • Demonstrate the strengths and
how would you defend this situation) or weaknesses of your structure;
a more general question, saying that you • Discuss what variations you could make
are not sure and then discussing how and the factors that would influence
you would go about making a decision is that decision.
a valuable response. It lets the coaches
understand some of the process that
you go through to make decisions and
will enable them to reflect upon their
own process.

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.

For example, referees may be instructed A better source of information though is


to be strict in relation to player and the referees themselves and coaches
coach behaviour, which may result in should in particular use the “pre-game”
them calling technical fouls quicker than meeting with referees to discuss any
the teams may expect. particular emphasis that they might have.
Accordingly, coaches should “scout” In a league season, the coach may be
the tendencies of referees, taking notice able to invite referees to a practice
of trends in how the game is being session (particularly in the pre-
called. For example, are they strict or season) to referee a scrimmage, which
lenient in relation to “hand checking”, again gives players and coaches the
movement by screeners or contact with opportunity to observe how the referees
cutters off the ball. In addition to games are calling the game.
that they watch or play, coaches can Finally, the coach can speak to
speak with other coaches about the whomever is in charge of the referees
tendencies of referees. to discuss any trends in how the game
is being officiated.

Coaching manual 24
1. Roles and values 1.3 Sport integrity compliance 1.3.1 Sports betting

1.3 Sport Integrity


compliance
1.3.1 Sports Betting
The impact of sports betting Conversely, a person betting on the
Betting on sports is one of the biggest 76ers wins if the 76ers win the game or if
businesses in the world, and has they lose the game by 9 points or less.
particularly grown as more and more Totals
betting agencies have established
In this type of betting bettors wager on
themselves on the internet. It has
what the combined score of the two
been estimated that in 2012, 74.3 billion
teams will be. For example, the betting
US dollars was wagered on sports
agency may assess that the Spurs v
world-wide.3 This had increased
76ers game is an “over/under” of 188.
from 23.9 billion US dollars in 2004,
a 210% increase!4 Bettors may then bet “over” (and will
win if the combined score exceeds 188)
Many countries regulate sports betting
or “under” (and will win if the combined
and there are some estimates that
score is 187 points or less).
between $700 billion and $1 trillion US
dollars is bet each year, including both Money Line Wagers
illegal and legal markets.5 This is simply betting on who will win
(or lose) the game. Betting agencies
What bets are placed
will offer differing odds depending upon
on basketball? which team is expected to win.
Betting on various basketball
leagues throughout the world is very Restrictions on betting
common and it is not just on the major In many competitions coaches, officials
professional leagues. Betting is and players are not permitted to wager
common even on regional leagues in on any games in the competition. This
some countries and is usually outside restriction is regardless of what bet they
of the control of the league organisers. placed. For example, a coach or player
Basketball is seen as an uncomplicated is restricted from betting even if they
game to bet on, with the most common were betting that their team would win.
types of betting involving: The reason for such restrictions is to
remove any possible perception that a
Point spread coach, player or official may have an
This is an example of a “handicap” interest in affecting the result other
system in betting. For example, in a than the normal athletic contest.
game, one team will be the favourite.
For example, the Spurs may be favoured
to win a game against the 76ers. The
betting agency (or “bookmaker”) assess
3 http://www.statista.com/statistics/270261/amount- the Spurs as a “10 point” favourite.
wagered-and-won-in-global-online-sports-betting/
4 Ibid This means that a person that bets on
5 Football Betting – the global gambling industry the Spurs only wins if the Spurs win by
worth billions, BBC, http://www.bbc.com/sport/0/
football/24354124
11 or more points.

Coaching manual 25
1. Roles and values 1.3 Sport integrity compliance 1.3.1 Sports betting

Pressure from the These betting schemes will often be


“Betting industry” “justified” to players and coaches
There have been a number of examples because they are not being asked to affect
in the last 100 years or so, where a the overall result. Nevertheless, being
betting scheme has impacted upon involved is a particularly serious matter.
sport. On most occasions it is not the Players and coaches must also
direct outcome which is compromised; be conscious of not inadvertently
instead, players, coaches or officials disclosing “betting sensitive”
have been pressured to: information. For example, the fact that
• provide “inside information” a particular player is carrying an injury
on the health of players, weather is “betting sensitive”. This information
conditions (in regards to outdoor is relevant both to which team might
sports), team composition; win the game, but also, for example, the
number of points that person may score
• affect the “points spread” in a game
in a game, which can be the subject of
(i.e. not to have the team lose the
a wager.
game but instead to manipulate
the margin by which they won); The safest course is not to disclose
information unless it is already in the
• manipulate tactical situations.12
“public domain”.13
Being involved in such a scheme can be
a criminal offence as well as subject to What to do if approached?
sanctions from the sporting league. Players or coaches should report to their
club or league any contact they receive
asking for what could be “inside” or
“betting sensitive” information.

12 For example, in a rugby league game, a player


was asked to commit fouls in a position where the
opponent would be able to score a penalty kick.
Bettors where then to place bets on the first score
being by field goal.
13 For example, a footballer was sanctioned by their
league for disclosing information to their mother
about team selections, prior to the teams being
announced publicly.

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

2.1 Strategic vision


2.1.1 Developing Strategic Vision
for a Team
Often, professional coaches will be asked to present to the
club a “strategic vision” for the team and if this forms part
of the interview process it can determine whether or not
the coach is appointed to the 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

Developing the Objectives Realistic:


& Establishing Priorities this is where the calendar is so important
The objectives in the plan should – the amount of time the coach has with
be SMART: the team will impact what is realistically
achievable in that time frame
Specific:
Timely:
target specific areas (e.g. defence or
it is also important to indicate when
offence) not just “wins and losses”
objectives should be achieved as this
Measurable:
will help to track progress throughout
 set out how the objective will be
the duration of the plan
measured, which can also help to
The plan may set out goals that have a
see progress along the way
long, medium or short-term focus. Long-
Achievable:
term goals may go beyond the current
the goals should be challenging
season and there may be many “short-
so that they provide motivation
term” goals that are constantly updated
as achievement is made. For example,
in relation to team defence:

Skill: Team Defence


Current Achieve by Achieve by Achieve
Skill Level Week 4 end of Season next Season

• Understand basic • “Help and Recover” to • Double-team in post


• Understand 1x1
positioning pressure dribblers and corners
responsibilities
• Sprint to split line • Rotation to stop penetration • Extend defence to trap first
• No “Help” concept
• Jump to the ball • “Help the Helper” rotation pass across half way

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

2.2.2 Designing Offensive and


Defensive Schemes
“…sometimes we let other teams dictate the pace of
the game – whether it’s going to be fast or slow, up or
down…I think for us to be successful we need to do what
the best teams in this league do and dictate how the game
is played…before we start getting results we have to
learn to dictate tempo.” 7
Harry Shipp

“Introducing a The game of basketball continues to


evolve as the athleticism and skill level
Your Philosophy “versus”
Your Team
defensive scheme of players changes and coaches devise
strategies to take advantage of, and
Many coaches get a reputation for being
particularly adept at particular parts of
should empower your also to negate, the changing skills of the game (e.g. “he is a great defensive
the game.
athletes to have the What is an Offensive or
coach”, “she is a great shooting
coach”) or become associated with
confidence that they Defensive Scheme? particular patterns of play (e.g. John
Wooden’s “UCLA Offence”, Pete Carril’s
can influence and Coaches need to determine how
they want their team to play the game.
“Princeton Offence”) or styles of play
(e.g. Paul Westhead and “Fast Break
control the tempo of Offensive and defensive schemes
simply represent the overall tactics
Basketball”).
the game.” 6 and philosophies by which the team Indeed, coaches should develop their
will play. philosophy on how the game should be
played. For example, FIBA very much
Joanne P McCallie Many junior teams, particularly
encourage coaches of young players
young teams, will have a singular and
to focus on teaching the fundamental
uncomplicated approach to the game
offensive and defensive skills of the
(e.g. play “man to man” defence) and
game before moving to particular
it is only when a team’s preparation
patterns or “set” plays.
involves a number of separate tactics
(e.g. offensive set against “man to man”
defence, offensive set against a “1
guard front zone”, offensive set against
a “2 guard front zone” etc.) that we refer
to it as a scheme.

6 Coach Joanne P McCallie, Duke University Women’s


Basketball Head coach
7 Harry Shipp, midfielder with the Chicago Fire,
in the USA’s Major League Soccer

Coaching manual 37
2. Know-how 2.2 Planning 2.2.2 Designing offensive and defensive schemes

When coaches have more experienced Benefits of introducing


and skilled players the opportunities a Scheme
to devise more complete schemes An offensive or defensive scheme is
for a team to implement increase. simply preparing a team to be able to
In doing this though, coaches should play more than one “set” or structure.
be conscious of the attributes that the For example a defensive scheme
players in their team have. There is little may include:
point running a system that requires
• full court pressure defence;
players to have certain attributes,
if the players in your team do not • transition defence rules;
have those attributes! • half court man to man rules;
Of course, through well-directed • guarding post players
practice, players can develop skills • guarding perimeter players
that they don’t have and accordingly
• half court zone rules.
the coach must decide:
And within the half court “man to man”
(a) what attributes and skills are needed
and zones structures there may be
to run the coach’s preferred game style;
high pressure options (which can often
(b) to what extent do the players on quicken the tempo of the game) and
the team have those attributes and options that may slow the game.
skills already;
There are a number of direct benefits
(c) to what extent can players on the from having an offensive or defensive
team acquire those attributes and skills. scheme rather than a single style
It is only when the coach believes of play:
that the players have, or can acquire, (a) being hard to “scout”;
the attributes and skills needed for a
(b) being able to change the tempo
particular style that the coach should
at which the game is being played;
implement that game style with that
team. In making this decision, the (c) being able to adjust during the
coach must also consider how much course of the game to the strategies
preparation time they have with the of your opponent;
team and be realistic in an assessment (d) giving your players confidence that they
of how much can be introduced. can adjust and that they can withstand
Many junior coaches have limited different tactics from opponents;
scope for recruiting specific players (or (e) being able to adjust quickly between
types of players) to their team and as games, which can be particularly
such may find themselves in a position beneficial during tournaments and
where they cannot play their preferred finals series.
style of game with a particular team Often one element of a scheme builds
because they lack the skill, experience on the foundation of another part of the
or physical attributes required or do not scheme, such as the 1-1-3 match up
have sufficient time for preparation. zone discussed earlier that is also the
foundation for introducing a “Box and 1”
and the 1-3-1 match up zone.

Coaching manual 38
2. Know-how 2.2 Planning 2.2.2 Designing offensive and defensive schemes

Designing An Designing A Defensive Scheme


Offensive Scheme A defensive scheme can provide a
Neither an offensive or defensive team with the ability to vary how they
scheme needs to be overly complicated. are playing as opponents, and game
Many coaches, for example, will use the situations, change. It is more than
same basic offence against both man changing from playing half court man
to man and zone defences and within to man, to full court man to man,
that offence have particular emphasis and the scheme should give the team
depending upon the defence: confidence that they can play different
• screening angles and positions may styles as necessary to counter their
change – e.g. against a zone, screens opponents’ strengths.
to the “outside” of the zone may In designing the scheme, the coach
be utilised; should consider:
• the relative advantage that a team has • what is the “standard” defence the team
may be different depending upon the should play;
opponent – e.g. a team may be “relatively” • what defence will they play if they wish
big compared to one opponent but have to increase pressure;
strength in perimeter positions compared
• what defence will they play when they
to another opponent.
are behind and need to “catch up”
In considering aspects to introduce into an (increasing tempo);
offensive scheme, coaches should consider:
• how will they defend a team with
• creating options for post play and dominant post players;
perimeter play;
• how will they defend a team with
• create elements that tend to “quicken” dominant perimeter players?
the offence as well as those that “take the
Important to any defensive scheme
air out of the ball” and slow the tempo;
is the players’ ability to execute
• the team knowing from where they want fundamental skills. For example:
to take most shots and who should be
• players are taught various techniques to
taking those shots;
defend an on ball screen, “over”, “under”,
• avoiding designing a scheme that relies “double”, “switch” or “push” (away from
exclusively on one or two players. the screen);
Whilst they may execute better than
• in a pressure defence they may “double”;
other players, they may also be injured
or in foul trouble and not able to play; • against a good perimeter shooting
team they may go “over” or “switch”;
• where possible, having rules that are
consistent within elements of the scheme; • against a good post team they may
use “push”.
• how to measure the effectiveness of
each element of the scheme both within A scheme does not necessarily need
a particular game, and also throughout to have a large number of options and,
the season. like an offensive scheme, what can be
implemented with the team will very
Most importantly, the coach needs to
much reflect how much preparation
consider how much time they have with
time the team has.
their team because ultimately that will
determine how effectively they can put
in an offensive scheme.

Coaching manual 39
2. Know-how 2.2 Planning 2.2.2 Designing offensive and defensive schemes

Implementing an Offensive For example, if a coach chooses to


or Defensive Scheme play a 1-1-3 zone defence to force the
Many coaches use keywords or visual opponent to shoot from outside,
cues to define particular elements of the fact that the opponent may make
a scheme: some of those shots is not necessarily
an indication that the move to zone has
• “Red” may be a pressure defence,
been unsuccessful. In this situation,
particularly double-teaming the
the coach may assess the effectiveness
ball handler;
of the defence by:
• The ball handler tapping their singlet
• Tracking from where the opponent
may signify a particular offensive play.
is shooting;
The use of such cues can make it easier
• Number of “post touches” the
for the coach to relay instructions to
opponent gets;
players and certainly, when scouting
an opponent, coaches look for these • Number of times the ball penetrates
cues so that they can pre-empt what the into the key;
opponent intends to do during a game. • When (in reference to the 24 second
shot clock) is the opponent shooting?
Whatever cues are to be used,
should be used at practice as well, Similarly, a coach might assess the
so that players get used to both looking effectiveness of their offence by
for and recognizing the cues just as reference to:
much as they develop familiarity with • Where shots are taken;
the elements of the scheme. • Who is taking their shots;
Measuring the Effectiveness • Whether the team is penetrating
of the Scheme by dribble or by pass;
In developing a scheme of play, coaches • How often is the team scoring because of
should also establish how they will specific elements of their offensive scheme?
measure its effectiveness. Whilst the
ultimate aim of basketball is to outscore
an opponent, watching the score is not
necessarily a reliable indicator of how
effective the team is being.

Coaching manual 40
2. Know-how 2.2 Planning 2.2.2 Designing offensive and defensive schemes

FIBA Hall of Fame coach Lindsay Gaze To measure the effectiveness of a


used the expression “the operation scheme, the coach should have specific
was successful, but the patient died” metrics (that may be different to official
to describe situations where a team statistics) and it can often be useful for
creates the shot they want to, but the an assistant coach to be given the task
shot is missed. The coach, and team, of tracking those metrics. For example:
must have the confidence to persist
and not abandon a tactic simply
because they didn’t score.

Offensive / Defensive Tactic Metric

• 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

In determining metrics, the coach By having a clear metric, the coach


should also consider what the can avoid an impulse decision that can
opponent’s response might be. occur if they simply look at whether or
For example, double teaming the post not the opponent scored. For example,
may result in more open outside shots the opponent may get 2 open lay-ups,
for the opponent. Full court pressure, but if they had six possessions where
may result in open lay-ups if the they took a pressured shot the full court
opponent “breaks” the press. defence may be regarded as successful.

8 “Pack line” defence is a sagging man-to-man defence,


which is designed stop the ball penetrating into the
key, particularly to stop any dribble penetration.

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

Alternatively, if the team is not in a • Providing a written summary to the media


league that attracts media, the coach after games (which can form the basis of a
may need to play a role in getting story). This should not just focus on their
interest from the media. Often this own team but should also acknowledge
can be enhanced by: good performances by opponents;
•Provide photo (or even edited video) for
use by the media;
• Provide stories beyond simply game
results – for example, performance by
local players at regional or national level
is often of interest to local media;
• Provide information consistently,
regardless of whether or not the team
performed well.

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?

4. Would you implement a defensive scheme before your offensive scheme?


Discuss your view with a colleague.

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

3.2 Coaching style and philosophy


3.2.1 LTAD - understanding the LTAD model 49

3.3 Own coaching development


3.3.1 Creating a coach’s development plan 51
Follow-up 53

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.

However, there are a number of 2. Does it suit your team?


cautionary notes which coaches should Each team has its strengths and
keep in mind: weaknesses. Before deciding to
1. Focus on the execution of skills, implement a pattern of play, the coach
not the pattern of play must consider whether or not it suits
Many coaches make the mistake of the players that they have. Many
having teams run particular “patterns” teams use ball screens in their offence,
of play without focusing on the players’ which requires players that are adept
ability to make good decisions and at using a penetrating dribble. If your
execute the skills of the game. For team doesn’t have that, you may prefer
example, the “Zipper” play is used by different pattern of play.
the San Antonio Spurs and is a relatively 3. Was it a play or a “read”?
simple pattern of play. This is related to point 1 and particularly
What makes it effective for the Spurs if a coach is introducing a pattern of
is not where the cut is made or where play based upon scouting or watching
the screen is set. Instead, it is effective another team. In this situation, the
because of the players’ ability to read coach may have observed a general
what defenders are doing and to then framework and particular “reads” that
act to take advantage. players make.
Coaches must ensure that they focus
on those skills and then use a pattern
of play as a framework. The “Zipper”
involves screening action. The first
time the cutter may curl (because the
defender trails behind them) but if the
defender changes tactic (e.g. they go
under the screen), the cutter needs to
react to that (e.g. they may flare cut).

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

3.2 Coaching Style


and Philosophy
3.2.1 LTAD - Understanding
the LTAD Model
The Long-Term Athlete Development Model (LTAD) is a
physiological framework proposed to manage the focus,
volume and type of training applied to athletes as they
develop through adolescence into adulthood.

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

3.3 Own Coaching


Development
3.3.1 Creating a Coach’s
Development Plan
Whether coaching junior or senior players, there will be
an expectation that the coach remains “contemporary”
in what they are teaching and how they are teaching.

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

4.1 Helping Athletes


Manage Themselves
4.1.1 Player Agents
FIBA requires that any sports agent that represents
a basketball player must be certified by FIBA and any
coach approached by a player agent should first ask
for details of their certification.

Player Agents FIBA has also prepared the following


A coach can also verify whether or information for players regarding Player
not an agent is certified through FIBA’s Agents, which coaches may provide to
website (www.fiba.com). players that are considering retaining
an agent:
A coach should be careful not to
give advice to players in regards to How can an agent help?
any negotiations that they may be As your career grows, you may
having with a club other than strongly experience greater demands on
recommending to the player that they do your time. More competitions, media
get advice! appearances, speaking engagements
FIBA has a standard player contract and travel requirements can leave you
and the coach should advise any player with less time to develop and maintain
that they can obtain a copy of that, your skills on-the-court.
as well as other information, through An agent can help maximise your time by
the FIBA website. In addition to the representing you in the following ways:
standard contract, FIBA has details of
• Understanding your value in the Basketball
what a player contract should contain.
market and negotiating with team
Players and clubs do not have to use
management to pay you what you
the standard contract, however players
are worth
are well advised to ensure that any
contract includes the various details • Understanding your needs and goals to
recommended by FIBA. negotiate the length of your contract,
salary and extra incentives that may be
A player having discussions with a
available to you
player agent may be distracted – it can
• Identifying, pursuing and securing
be an exciting time for the player but it
additional sources of income through
can also take their focus away from the
endorsements, appearances, speaking
team. Particularly during tournaments
events, etc.
the coach should ask that agents not
contact players and ask the players to Some agents can also provide legal
postpone any discussions until after and/or financial counselling, but there
the tournament. are some important things to consider
before giving too much influence to
one person.

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

4.1.2 College/University Scouts


College/university Scouts Before a player makes any decision to
There are many opportunities for play at a college, they need to be clear
players to play basketball at colleges about what pathways exist within their
& universities, particularly in North own national federation and the coach
America (USA and Canada). Many may help them to get further information
college coaches attend junior about that.
tournaments to observe players and Below are some tips that coaches may
they will often speak with coaches to pass onto players considering playing
find out about the player. The college at a US college or university.
regulatory bodies (e.g. NCAA) have very It is very important to find the right fit
specific rules regarding when they can for the student-athlete and the college/
have contact with players. university. This includes the ability for
There are also many organisations that the student-athlete to be successful in
offer services to players to help them to the classroom and on the court.
find a place with a college programme What should a player
and these organisations often charge find out about the
significant fees. Again, coaches should
College/University?
ask that college coaches and scouts not
Particularly for players that do not live
contact players during tournaments.
in the USA, studying at a US institution
The rules relating to eligibility to go to is a life experience – it is living in a
a college/university, and the specific different country! And as much as
eligibility conditions to play in college/ you may have seen of America on TV,
university (particularly in Divisions 1 actually living there is a different thing.
and 2, NCAA), are complex and change Many US colleges are in towns that
frequently. Coaches should not attempt revolve around the college itself. Some
to provide advice to their players and are in big cities, whilst others are in
should advise them to make careful small country towns. Before you decide
investigations. Colleges/universities to attend the college or university there
have compliance and admissions are things that you need to find out
officers that work with the athletic about the college or university itself.
department to assist prospective
student-athletes in the process.

Coaches manual 59
4. Management 4.1 Helping athletes manage themselves 4.1.2 College/University scouts

General Questions About • Are the halls of residence “co-ed”


the College or University (male and female)?
• How many students are at the college/ • Do the halls of residence have
university? study rooms?
• How many international students are • Do the halls of residence have shared
at the college/university? bathrooms and laundry?
• What is the socio-economic mix of • Do most student-athletes live on campus?
students at the college/university? Questions to ask the coach
• Is the college/university associated with recruiting a player
any organisations or religious institutions? Whenever you are talking to a coach
• Is the college/university a private who is trying to recruit you, remember
or public institution? that they are speaking with many
About the city where the athletes and they are trying to “sell”
you going to their College.
College or University is
• What is the average temperature? You may want to consider asking
them the following questions:
• How far away is the nearest “big” city?
• What are the largest cultural groups About playing on the team
in the city? • What is your programme philosophy?
• What are the main economic industries • What positions will I play on your team?
in the city? • Will I be redshirted in my first season
(i.e. not play)?
About Studying at the College
or University • What expectations do you have for training
and conditioning?
• Does the college/university offer a course
that you want to study? • How many athletes graduate from your
programme? (This will be an indicator of
• Is the qualification from the college/
how much emphasis the coach places on
university recognized in your country?
studying.)
• What academic support programs are
• Does the team use any particular system
available to student-athletes?
or pattern of play?
• How many credit hours do players take
• What other players are on your roster who
in season and out of season? And how
may be competing for the same position?
long will it take for them to graduate?
• How much playing time do you expect
• Is summer school available? If a player
me to have? (Be wary of a coach that
needs to take summer school will it be
“guarantees” you a starting spot.)
paid for by the college/university? (It is
common because of the demands of training About the coach
for athletes to have to take some summer • How would you describe your coaching style?
school units.)
• When does the head coach’s contract end
• Is the college/university accredited? and how long do they intend to stay?
About College/University Life • If I am seriously injured while competing,
• What is the typical day for a student who is responsible for my medical expenses?
athlete (how many class hours, how many About the Scholarship
practice hours).
• What sort of scholarship is being offered –
•How many students share a room in the full, partial, sport, academic?
halls of residence? (Many of the halls of
• What does the scholarship include – board,
residence are dormitories and you will
tuition, meals, apparel, shoes, other?
have a roommate!)

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:

• NCAA – www.ncaa.org • NJCAA Eligibility Center –


• NCAA Eligibility Center – www.eligibilitycorner.njcaa.org/
www.eligibilitycenter.org • NCCAA – www.thenccaa.org
• NAIA Eligibility Center –
www.playnaia.org/index.php and
www.naia.org

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.

When a coach is required to sign a • Whether the contract places any


contract they must thoroughly read restriction on the coach being able
the document before signing it. to coach after leaving the club.
The contract will set the rules of the • If the contract refers to any other
coach’s relationship with the team documents (e.g. other club policies)
or organisation that is hiring them. the coach should read those documents.
Usually a coach will have had numerous • Intellectual property should be addressed
discussions, perhaps with a range of and in particular the coach’s rights should be
different people, prior to the contract well protected. This can be a complex area
being prepared. It is quite likely that if of law and the coach should seek specific
the contract does not include something advice, particularly if they intend to write
that had been discussed then what was books, run clinics or produce other resources.
discussed does not apply! Therefore, it
• Make sure the contract is clear about
is critical that coaches read the contract
what obligations the coach has “off court”
and satisfy themselves that it sets out
(e.g. appearances for sponsors).
everything that they wanted included.
• The contact should set out whatever
Other things that the coach should
process the team or organisation will have
consider in regards to the contract:
for reviewing the performance of the coach
• Make sure you understand what the and any specific performance indicators
contract says. The coach should seek that the coach is meant to meet.
clarification if there is anything they
The coach should also make sure that
are unsure about.
it is clear what responsibilities they
• Is the contract for a fixed term or is it have, although this level of detail may
ongoing? If it is for a fixed term, is there not be in the contract itself and may
any option to renew and what conditions be in a position description. Does the
apply if an option does exist? coach have final say on which players
• Make sure that the contract is clear to are recruited? Is there a selection
whom the coach reports and upon what panel or a selection process that must
basis the contract can be terminated, be followed?
including:
• Required notification periods;
• The basis upon which either the coach
or the club can terminate the contract
(different reasons may have different
notification periods);

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.

Similarly, many of the “trademark • Don’t stop activities when a player is


moves” that we see in basketball have “creative” and executes a skill differently
not been taught but are simply the result to how it may be taught. Let the activity
of a talented player finding a way to continue and allow the players to explore
achieve success. what is successful;
Coaches can create the opportunity • If a player has a habit that the coach
for players to do this by: believes will not be successful in games
• Using contested activities in practice (e.g. they perform a spin move without
whenever possible; looking), conduct an activity that will
highlight the situation where the coach
• Having players play against older athletes
believes the skill will be unsuccessful.
(and have girls play against boys). Often
older athletes are taller, have longer arm
spans etc, which makes it more difficult
to make passes or take shots. Players
therefore need to learn how to create
space and to be effective;

Behind the back pass


The key to any successful pass is understanding where the passing lane is
x1 (and creating it if necessary).
1
4
Here 1 is closely defended by x1 and has 4 “trailing”. In this situation, a pass
behind the back can be very effective and is quicker than stopping and pivoting.

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

2.1 Strength and


Conditioning
2.1.1 Individual Strength and
Conditioning Programs
Coaches need to have an understanding of the fitness and
strength requirements for basketball and may form a view
of the areas in which a player needs to improve.

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.

Supplements can form an important Basketball Physiology


part of an athlete’s preparation, although Basketball is a fast-paced, highly
they should not be used as a substitute skilled and physical sport, which
for training, diet and hydration. Any places considerable demands upon
supplements that are used by an athlete both anaerobic and aerobic energy
should be complementary to their systems. Accordingly, to withstand
overall programme. these demands and to be able to
Athletes are ultimately responsible for achieve high levels of energy,
all substances in their body, and some players need to:
supplements may be detrimental to the • Minimize carbohydrate depletion;
athlete’s health and training or may
• Maintain adequate hydration,
contain substances prohibited under the
World Anti-Doping Code. For example, Basketball “Biochemistry”
some supplements may contain Supplements are not magic pills.
ingredients that are not listed on the The scientific use of nutritional
product’s label, which may have been supplementation may improve an athlete’s
intentionally added or unintentionally biochemical environment or metabolism
added (e.g. residue left on equipment and help them to perform better and
from other production runs). recover faster. Nevertheless, this requires
It is also important to remember that knowledge and planning. In basketball,
there is no shortcut to success, and that high energy production and its proper
even where products are promoted by and timely utilization are important.
established sport stars, supplements Concomitant to this, the reduction of
by themselves will not lead to success. lactic acid and cortisol concentrations
Informed Sport (www.informed-sport. will also boost our performance.
com) regularly tests supplement Nutrients Utilised
products to determine whether they are in Energy Production
free from substances that are prohibited
The increase in energy production
under the WADA code. Athletes can
and oxygenation combined with
seek information from this site on
reduction in lactic acid and cortisol
specific supplements that they may be
production is the formula we are
considering. However, the best form
looking for. In short, here are the most
of advice is for the athlete to work with
important nutrients to help you achieve
a sports dietitian.
metabolic optimization.
10 Plato, The Republic, Book II, 369c

COACHES MANUAL 75
2 Physical preparation 2.2 Nutrition 2.2.1 Using nutritional supplements

1. B complex vitamins 6. Creatine


These nutrients are a class of structurally Creatine phosphate is a nitrogenous
different components used as enzyme organic compound that serves as
co- factors in human intermediary a reservoir of ATP in muscle and
metabolism. Thiamin (Vitamin B1), nerve tissue. It helps regenerate ATP.
Riboflavin (Vitamin B2), Niacin Many studies show that creatine
(Niacinamide, nicotinic acid, vitamin plays a pivotal role in the regulation
B3), Pyridoxine (Vitamin B6) Cobalamin and maintenance of muscle energy,
(Vitamin B12), Folate, Pantothenate metabolism and fatigue.
(Vitamin B5). These vitamins are the 7. Ribose
bases of energy production.
D-ribose is a natural five carbon sugar
2. Vitamin C (ascorbic acid) that is used to make energy for muscles
Vitamin C is involved in a variety of when a person is very active. It also
metabolic reactions related to exercise. helps in the recovery process, and
Physiologically, ascorbic acid provides lessens fatigue and soreness.
electrons for important enzymatic
General Recommendations
reactions. In addition, Vitamin C
enhances the flow of electrons needed to General recommendations are made
optimise aerobic energy production (2). below, however, athletes are strongly
recommended to seek advice specific
3. Coenzyme Q10 (ubiquinone)
to their circumstances from a
CoQ10 is a compound directly involved sports dietitian:
in the production of adenosine
1. A high dose multivitamin and mineral
triphosphate (ATP), the cell energy
that will contain the necessary B
molecule. It helps transport the energy
vitamins and other synergistic nutrients.
molecules within the mitochondria.
2. Vitamin C 500 mg
4. L- Carnitine
3. CoQ10 100mg
Carnitine is a compound primarily
involved in transports of fatty acids into 4. L-Carnitine 2g
the mitochondria of the cell, where fat 5. Alpha lipioc acid 300mg
can be used as energy fuel. 6. Creatine 5g
5. Alpha Lipoic Acid (Thioctic acid 7. Ribose 3g
Lipoic acid is a dual water and fat This combination of nutrients together
soluble oxidation-reduction compound. with a proper intake of complex
It supports the Krebs cycle, which carbohydrates, lean proteins and essential
is a fundamental process in the fats will enhance energy production and
production of energy. It also supports stamina during competition.
the production of ATP by acting as a
catalyst in the production of acetyl
co-enzyme A, an important molecule
in the pathway of aerobic energy.

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

1.2 Defensive schemes


1.2.1 Designing strategy for individual defenders 92
1.2.2 Having multiple defences against on ball screens 94
1.2.3 Designing strategy for team defence 100
Follow-up 102

1.3 Zone defenses


1.3.1 1-2-2 Match up defence 103
1.3.2 1-1-3 Match up defence 114
1.3.3 1-3-1 Match up zone defence 126
Follow-up 130

1.4 Advanced defensive techniques


1.4.1 Defending dribble hand offs 131
1.4.2 Double team post players 135
1.4.3 Getting the ball out of the hands of the point guard 140
1.4.4 Denying spots on the floor 143
1.4.5 “Box and 1” defence 144
Follow-up 147

1.5 Defensive structures for


special situations
1.5.1 Baseline out of bounds & sideline 148
1.5.2 Late shot clock 149
1.5.3 Last possession plays 150
1.5.4 Catching up - strategic use of fouls 153
Follow-up 154

Coaches manual 80
1. Defensive tactics & strategies 1.1 Common defensive patterns 1.1.1. Pack line defence

1.1 Common Defensive


Patterns
1.1.1 Pack line defence
The “Pack Line” defence is a “man to man” defence,
which is specifically designed to provide greater protection
against dribble penetration.

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:

Pack Line Defence


5 Players that are defending players without the ball, have both feet within the
4
“pack line”. They are approximately half way between their direct opponent
x4 x5
and the player with the ball. Keeping vision of both players is important.
2 x2 x3
3

x1
1

Coaches manual 81
1. Defensive tactics & strategies 1.1 Common defensive patterns 1.1.1. Pack line defence

“Man to Man” with Denial


5 Defensive position depends upon the distance an opponent is from the player with
4
x4
the ball. Players that are “1 pass away” are denied the ball.
x5

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

Blackhawk – practicing close-outs


x1 closes out to 1, keeping both hands high to prevent any shot.

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.

3 Out, 1 In, 1 Defender


3 perimeter players pass the ball, and x4 adjusts position to defend the low post.
4
x4

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

1.1.2 Defending Horns Set


The “Horns Set” uses two screens, typically “bigs” setting
screens for a guard. Most teams do not wish to switch
either screen as it would result in a mis-match.

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

x1 must force 1 towards the sideline.

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

The final alignment of the defence is:


• x2 denies pass to 2
2 4 3
x4 x3
• x4 defends 4 in the low post
x2
• x5 denies pass to 5
• x3 remains in help position
x1
1 x5 • x1 keeps pressure on 1, trying to force them to end their dribble.
5

Coaches manual 88
1. Defensive tactics & strategies 1.2 Common defensive patterns 1.2. Defending horns set

Some teams may choose to apply a higher level of pressure to mid-ball


screens by double teaming the dribbler even before the screen has been set.

x4 sprints to trap 1, before 4 has moved into a position to screen.

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

However, if the main offensive threat is 3, x3 moves immediately to deny 3 and x5


can drop to defend 4 while x4 moves to defend 5. This is particularly effective if 5
2 x3 3 acts as a passer from the top of the key and does not look to drive or shoot.
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.

3. Consider the various defensive tactics identified in question 2.


Do your players have the skills to effectively use each of them?

Coaches manual 91
1. Defensive tactics & strategies 1.2 Defensive schemes 1.2.1 Designing strategy for individual defenders

1.2 Defensive schemes


1.2.1 designing strategy
for individual defenders
More experienced defenders will want to know from
the coach specifically how they are to defend their likely
opponent, which will depend upon the coach’s “scout” of
the opponent.

Coach’s should make sure that each For example:


of their players knows: • Close-out “short” on a “driver” and deny
• Whether their opponent is right their preferred side to dribble;
or left handed; • Go “over” ball screens if a player is an
• Whether their opponent is a “post” excellent perimeter shooter but go “under”
or “perimeter” player; if they tend to drive;
• Whether their opponent is a “driver” • “Hedge” off their opponent but do not
or a “shooter”; move to the “help” line if they are a strong
• Whether their opponent prefers to move perimeter shooter.
to their left or right (which is different to Whatever tactic is determined for the
whether they are right or left handed); individual player must also fit within the
• Whether or not they have help overall defensive scheme. For example, if
responsibilities (when defending a good the individual player is instructed to “fully
perimeter shooter they may stay closer front” their opponent in the low post, this
to their opponent and not play to the will be most efficient if both help defence
“help line”); behind (to intercept a lob pass) and also
high pressure on the perimeter passer.
• What role their opponent plays within the
opponent’s offence (e.g. screener, shooter) The coach must judge how much
and any specific plays that the team uses information to provide to each of their
involving them (e.g. they may cut off players as too much information may
staggered screens or set ball screen be confusing. With less experienced
and “pop”). players the coach may re-inforce what
they want their defender to do (e.g.
Many of these attributes are tendencies
deny the ball, go over screens) and not
only and in any given possession the
provide too much information about
opponent may act contrary to the
the opponent’s tendencies. With more
coach’s expectation. Based upon these
experienced players the coach may
tendencies they coach may instruct
provide information about the opponent’s
their defender to take specific action.
tendencies but leave it to the player as to
how they wish to defend. The amount of
information to be provided will very much
depend upon the individual player.

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.

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1. Defensive tactics & strategies 1.2 Defensive schemes 1.2.2 Having multiple defences against on ball screens

1.2.2 Having Multiple Defences


Against On Ball Screens 11
On Ball screens are a particularly popular offensive tactic
and in some leagues more than half of the offensive
possessions may be played utilising one form or another
of “pick and roll” (or on ball screen).

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

11 Parts of this article are drawn from an article by


Dusko Ivanovic, which appeared in the 9th edition
of FIBA Assist.

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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

If 1 is not a good perimeter shooter, x1 will go under the screen.

x4 x5 5

4 x1

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1. Defensive tactics & strategies 1.2 Defensive schemes 1.2.2 Having multiple defences against on ball screens

Defending Side Pick and Roll


Often teams will play a “side pick and roll” while also having a high post. This may
occur in “Horns”, when the ball is passed to the high post, who passes back to the
perimeter and follows their pass to screen.

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

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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

If the ball-handler is a good perimeter shooter, x2 will go over the screen.


3
x3
Again, here x4 rotates to defend 5 as they cut to the basket, and x2 rotates onto the
x2
high post player, while x5 contains 2.
4 x4 x5 5 2

x1

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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

x2 2 X4 does not help and instead continues to defend 4.


x5
5 x1
1

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

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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

Defending the Trailer


It is common for the “trailer” to set a screen for the player at the wing that has
the ball.

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

4 1 x5 moves to defend the screener.


5

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1. Defensive tactics & strategies 1.2 Defensive schemes 1.2.3 Designing strategy for team defence

1.2.3 Designing strategy


for team defence
The coach should determine the basic The coach can then choose tactics that
defensive structure that a team is going they believe will negate the opponent’s
to use and it may have a number of strengths. For example:
elements for example: • Double team particular players (e.g. a low
•Half court defence – “man to man”, post player) or in particular situations
denying reversal passes; (e.g. ball screens);
• Full court pressure defence – 2-2-1 • Deny the ball to particular players (e.g.
Zone Trap, pick up at free throw line; fronting a low post player) or a particular
• On Ball Screens – Trap or “under” area on the floor (e.g. deny pass to the
with hard “show”. wing but allow pass to the corner);
Within this structure the coach may •Force the play to a particular side of court
teach a number of different tactics, (e.g. deny a pass to the right hand wing but
such as different techniques defending allow a pass to the left hand side);
screens or defending post players. The • Playing a zone defence against a team that
coach may then choose tactics based is a strong driving team;
upon particular opponents and this may • Full court pressure against a team that
be changed in preparing for a game or prefers a slow tempo (the team may also
changed during the game. play a faster tempo on their offence in an
The degree of complexity that the coach attempt to quicken the tempo of the game);
can include when preparing the team • Playing a strong denial defence to disrupt
will depend upon the level of experience the opponent’s movement of the ball.
of the players and also considerations
In selecting the team’s defensive tactics
such as how many hours the team
the coach must also consider what the
practices each week.
team prefers to play and what is their
With less experienced teams, “natural” game style. Changing too
preparation often focuses on re-iterating much can result in disrupting their own
the basic defensive structure chosen team. They may also change the tactics
for the team. With more experienced at times during the games and then
teams, preparation focuses on the revert to their normal game style.
strengths of the opponent and how they
Within the team defensive strategy the
are best challenged.
coach may also change the individual
In considering the opponent’s strengths, responsibilities that player’s have,
the coach will consider: choosing “match-ups” that they believe
• The tempo the opponent prefers; will be to the advantage of their team.
• Tendencies of post players – are they This could include, for example, starting a
passers, rebounders, scorers; different player than they normally do on
the basis that this player is able to defend
• Tendencies of perimeter players – are they
a particular opponent more effectively.
scorers off the dribble or off the pass;
• Screening action commonly used.

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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.

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1. Defensive tactics & strategies 1.2 Defensive schemes 1.2.1 Follow-up

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.

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1. Defensive tactics & strategies 1.3 Zone defences 1.3.1. 1-2-2 Match up defence

1.3 Zone defenSes


1.3.1 1-2-2 match up defence
A “Match Up” zone combines elements of “man to man”
defence (on ball) and zone defence (away from the ball)
and has sometimes been described as a switching
“man to man” defence.

One advantage of a match up • Your opponent’s shooting: some zones


zone defence is that it may confuse provide better coverage of perimeter
opponents about what defence your shooters than others (e.g. a 1-3-1 provides
team is playing. This can be particularly better coverage than a 1-1-3);
effective against opponents that have • Your preparation time: the more your zone
one offence to play against zone defence has rules that are consistent with
defence and a separate offence to your “man to man” defence, the less time
play against man to man. it will take to teach it.
There are various alignments that can All match up zones require good “man to
be used in zones and most have options man” defensive skills, particularly:
for trapping and “denial” pressure if
• Ability to contain the ball and influence
you want to utilize them. In determining
where it is dribbled or passed;
which zone defence to use you
should consider: • Keeping vision of both the ball and players
on the “weak side”;
• Your physical talent: some zones will
allow you to keep “bigs” near the basket, • “Flying with the ball”: defenders moving to
others have a lot of interaction between their next position while the ball is in the
perimeter and post players; air, so that they arrive as the ball is caught.

1-2-2 Match Up defence


The 1-2-2 match up defence can be demonstrated, and practiced, against 7 players.

Initial Alignment and Slides


3 Using seven offensive players (5 perimeter, high and low posts)
7 5
x5 x4 will show all the coverage that is required.

Defenders start: On a pass to the wing:


6 x3 4 x2 2
• x1 takes the ball; • the closest guard (x2) takes the ball
x1 • x2 and x3 occupy the high post area • x1 drops back to guard the high post
1 – keeping arms in front of the post • the closest forward (x4) steps out
player to stop any pass; • the other forward steps across
• x4 and x5 are in the low post areas. • the other guard rotates down into the
front line

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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.

x1 remains at the high post area, and x3 is in a help position.


1

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

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1. Defensive tactics & strategies 1.3 Zone defences 1.3.1. 1-2-2 Match up defence

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.

Defending High Post


3 If the ball is passed to the high post player (4), either x4 or x5 steps up to defend them,
7 5
x5 x4 the other forward rotates toward the middle of the key.
Which defender moves to defend the high post player can be determined by:
4 2 - whoever is closest;
6 x3 x2
- where there is also a low post, as the defender on the other side of the key steps
x1 to defend the high post;
1 - a team rule that one defender will always be the high post defender; or
- whichever side the high post player prefers to drive, the defender from that side
then moves to defend them (and is in a better position to stop any dribble).
The two wing players (x3 and x2) drop below the high post player and, in particular,
help deny any pass to a low post player.

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

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1. Defensive tactics & strategies 1.3 Zone defences 1.3.1. 1-2-2 Match up defence

The alignment now is as if the ball was initially passed from 1 to 6.


3
7 x5
5 x4 x2

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

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1. Defensive tactics & strategies 1.3 Zone defences 1.3.1. 1-2-2 Match up defence

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

x1 • x4 is closest to 2 so initially closes out to guard the ball.


x2
2 However, a “rule” of the defence is that x4 and x5 do not guard on the wing;
6 4
• x2 moves to the wing as quickly as possible, allowing x4 to return to a
frontline position;
1 • x1 moves to guard the high post, and x3 remains on the front line.

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

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1. Defensive tactics & strategies 1.3 Zone defences 1.3.1. 1-2-2 Match up defence

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.

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1. Defensive tactics & strategies 1.3 Zone defences 1.3.1. 1-2-2 Match up defence

Defending Post Cut


3 If the high post player dives to the basket, the guard must also defend that cut. This
7 x3 x5
x4 5 can be done by switching with the help side defender (as shown) although this is most
effective when the help side defender is a guard.
x1
x2
6 4 2
It can also be done by “handing” off the cutter to one of the front line defenders,
which is particularly effective if they post up.
1

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

In this alignment, x2 and x5 are “stealers” or “interceptors” and x4 is the “safety”

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

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1. Defensive tactics & strategies 1.3 Zone defences 1.3.1. 1-2-2 Match up defence

“FIRE” – Pressure Defence


2 The 1-2-2 matchup can also be used as a pressuring defence, where passes to posts
x5
5 x4 x3 and the wing are denied.

3 x2 Here, x4 and x5 combine to deny the post, keeping their arms active to be in front.
x1 4

On a pass to the corner:


2 • x5 rotates to defend the ball;
5 x4 x3
x5
• x3 rotates to deny the high post.
•x4 remains behind the post player to stop any lob pass;
x1
3 x2
4 • x2 rotates to deny a pass back to the wing;
• x1 rotates to deny a pass to the high post.

Adjusting to a “2 Guard Front”


Commonly an offensive team that is facing a zone defence that has a guard in the
3
middle of the floor will place two offensive players at the top of the key.
5 x5
x4
2 In the 1-2-2 match up, the guard that has the ball (x1) moves with it and the other guard
x2 4 x3
(x3) moves to the middle of the foul line and in front of any high post. x2 rotates to the
front line.
x1
1
x2 makes this rotation as x3 has further to move to reach the position.

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

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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

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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

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1. Defensive tactics & strategies 1.3 Zone defences 1.3.1. 1-2-2 Match up defence

Defending 2 High Posts


Where an offence has two high post players, both guards at the high post deny an
x4 offensive player. Again, they do not have to stand directly in front of the post player,
x5
but must deny the pass by at least having an arm across the post player.
3 4 5
x3 x2 2
If the ball is passed to one of the post players, both guards drop and the forward steps up
x1 to guard the post player while the other forward moves to the middle of the key.
1

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

When to use the 1-2-2?


The main characteristics of this defence are:
• x4 and x5 do not have responsibility to guard wing players;
• x2 and x3 will have responsibility to defend in the “front line”, at times which may
involve guarding post players

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.

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1. Defensive tactics & strategies 1.3 Zone defences 1.3.2. 1-1-3 Match up defence

1.3.2 1-1-3 match up defence


Another common match up defence is the 1-1-3, which
(in contrast to the 1-2-2) requires “front line” players to
defend in the wing position which coaches need to take
into consideration in determining whether
or not they wish to use the defence.

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

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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

Defending the dribbler


4 Where the ball is dribbled from the point, the up guard defends that. On any reversal
5 pass, the up guard and the back guard switch (this is shown in red.)
x3 x5 x4

2 3
x2

x1
1

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1. Defensive tactics & strategies 1.3 Zone defences 1.3.2. 1-1-3 Match up defence

“Defending the Corner”


4 When the ball is passed to the corner, it is defended by the nearest “frontline” player.
5 The preferred rotation is for the help player to move into the post position, and the
x5 x4
wing defender to sprint back to the help position.
x3
2 x2 x1 3

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

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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

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Defending the High Post


When the ball is at the point, the back guard must front any offensive player in the high
post. To do this, they must at least have their arms and hands in front of the post player.

4 Defenders may opt to stand directly in front of the post player.


x2

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

Defending Passes from High Post


Any pass to the wing from the high post player is defended by whichever guard is on
that side of the floor. This means it is important that the guards keep vision of wing
x3 x4
perimeter players.
x5
x2 x1 3
2 4

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Whenever the ball is passed all players must move.

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 front line players adjust towards the ball.


1

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.

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1. Defensive tactics & strategies 1.3 Zone defences 1.3.2. 1-1-3 Match up defence

Practising the When a team is initially learning


1-1-3 Match Up Zone the “slides” or movements within the
An effective way of developing any match up zone, it can be useful to work
match up zone defence is to play it separately with the guards and
against 6, 7 or even 8 offensive players. the frontline.
Initially, limiting the offensive players to
passing the ball and then allowing them
freedom to dribble and ultimately cut.

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

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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

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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

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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

Rebounding in the 1-1-3 Match Up


4 If the shot is taken from either the corner or the wing, the frontline defender who is in front
x5 5 x3 of the low post player has no “blocking out” responsibilities (as they are in a poor position).
They should drop step past the post player into the key to contest for the rebound.
x1
2 x4 x2 3
6
Other players rotate away from where the shot was taken and “find a body” to box out.
1

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1. Defensive tactics & strategies 1.3 Zone defences 1.3.2. 1-1-3 Match up defence

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

Trapping in the 1-1-3


4 Trapping in the 1-1-3 is mostly done in the corner, with the wing defender following the
5 pass to act as a “trapper”.
x5 x3
The frontline defender and guard still front any low or high post players, being active to
x2 x1
3 intercept any pass.
2 x4
6
The back guard must move down to be in a help position behind any low post player.

“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

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1. Defensive tactics & strategies 1.3 Zone defences 1.3.2. 1-1-3 Match up defence

1-1-3 Against Two High Posts


Where there are two high post players, the up guard attempts to influence the ball to
x3
x4 one side and the back guard denies the high post on that side.
x5
The frontline player (x3) hedges towards the other high post.
2 3
4 5
x2

x1
1

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1. Defensive tactics & strategies 1.3 Zone defences 1.3.3 1-3-1 Match up zone defence

1.3.3 1-3-1 match up ZONE defence


Like the “Box and 1” defence, a 1-3-1 Match Up
Defence can be taught relatively easily from an initial
1-1-3 alignment

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.

Initial Alignment for 1-3-1


The “up guard” is responsible for the middle of the court, and for influencing the ball to
x2
one side. The “back guard” plays as the last line of the defence and covers from one
corner to the other.
x3 x4
x5

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 is responsible for stopping any penetration into the keyway.

x5
x4 3

x1
1

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1. Defensive tactics & strategies 1.3 Zone defences 1.3.3 1-3-1 Match up zone defence

The reason x5 has responsibility to defend dribble penetration, is that if x4 steps in to


stop the drive, it will lead to 3 being open, which negates the advantage of the zone
(which is coverage on perimeter shooters).
x5
x4 3

x1
1

On pass to the wing, rules from the 1-1-3 apply:


• Frontline player (x3) defends the wing player;
4
5 x2 • Up guard rotates to deny the high post
• Front line player (x5) rotates to be in front of any low post player
2
x3
x5
x4 3
• X4 rotates to a help position.

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

Defending the Dribble


On any dribble penetration from the corner, the defender in the low post area moves to
4 x2 stop the dribbler.
x5 5

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.

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1. Defensive tactics & strategies 1.3 Zone defences 1.3.3 1-3-1 Match up zone defence

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

Trapping from 1-3-1


4 A player in the corner can also be “trapped” by the perimeter defender following
x2
the pass down.
5
x5

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

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1. Defensive tactics & strategies 1.3 Zone defences 1.3.3 1-3-1 Match up zone defence

Whatever Match Up defence a team wants to employ,


it will only be successful if:
1. Defenders can defend a perimeter player
to stop them from passing or dribbling;
2. Defenders “fly with the ball”, moving as
the pass is made;
3. The defenders communicate with
each other.

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1. Defensive tactics & strategies 1.3 Zone defences Follow-up

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.

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1. Defensive tactics & strategies 1.4 Advanced Defensive Techniques 1.4.1 Defending dribble hand offs

1.4 Advanced Defensive


Techniques
1.4.1 Defending Dribble Hand Offs
A dribble hand off is similar to an on ball screen and can
be defended using similar techniques.
A dribble hand off is an exchange between a person with the ball and a person running
past them. It is a dynamic move, with the dribbler stopping and then immediately
handing the ball to a person running past.

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

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1. Defensive tactics & strategies 1.4 Advanced Defensive Techniques 1.4.1 Defending dribble hand offs

“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

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1. Defensive tactics & strategies 1.4 Advanced Defensive Techniques 1.4.1 Defending dribble hand offs

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

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1. Defensive tactics & strategies 1.4 Advanced Defensive Techniques 1.4.1 Defending dribble hand offs

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

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1. Defensive tactics & strategies 1.4 Zone defences 1.4.2 Double team post players

1.4.2 Double Team Post Players


George Mikan was so hard to defend and to score against,
so much so that the NBA had to change its rules of play in
order to keep him from completely overwhelming the league.12

Basketball is a team sport but there is no With junior teams it is probably


doubt that talented individuals can have more effective to highlight particular
a significant impact upon the success of aspects of an existing defence rather
a team and it is commonplace for a team than devise something new to guard
to employ specific tactics to reduce the a dominant player. Most importantly
impact of dominant players. though, is that the team has time to
Some coaches will adopt specific prepare and practice whatever the
tactics to defend a dominant player, coach wants to do.
whilst others may be prepared to Double Team Post Players
concede that the dominant player will
Often where a team has a dominant
score a certain number of points and
post player, the defence may attempt
to focus on limiting the performance
to limit how often the player receives
of other players. The “Box and 1”
the ball. This can be done by “fronting”
defence discussed above is an example
the post player so that no pass can
of a tactic that might be used against a
be made. Alternatively, coaches may
dominant player.
prefer their team to attempt to limit the
effectiveness of the post player once
they receive the ball.

Crowding the Post Player


When the ball is passed to a low post player, the wing defender may “hedge” toward
x5 the post (one or two steps) to reduce the space the post has to play.
5
This can be particularly effective against a post player that plays facing the basket.
x2 The wing defender remains responsible for defending the wing player and must keep
2
vision of them.

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.

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1. Defensive tactics & strategies 1.4 Zone defences 1.4.2 Double team post players

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.

Double Team Post


When double teaming the post, x5 takes a position on one side or another of the post
x5
x4 5 player. This defines where the double comes from.
When x5 is on the baseline side, x1 double teams the post player, moving from the high
4 x3 “split line” position.
x1 3
x2 In double teaming, x1 should keep their hands high – reaching for the ball will often
result in a foul.
1 2

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

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1. Defensive tactics & strategies 1.4 Zone defences 1.4.2 Double team post players

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

When the ball is passed to 1, x4 adjusts their position to defend 4. If 4 is a “driver”


rather than a “shooter”, x4 may not move to a denial position, but will remain in a
x5 x3 3 position to defend the penetration.
x4
x1 5

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

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1. Defensive tactics & strategies 1.4 Zone defences 1.4.2 Double team post players

Double Team from Low Position


If x5 is defending the low post player on the “high” side, x4 rotates across to double
x4 5 team. The double team needs to arrive as the ball is being caught, ensuring that the
x5
post player has no time to make any offensive move to the basket.
4 x3
x1 3
x2

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

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1. Defensive tactics & strategies 1.4 Zone defences 1.4.2 Double team post players

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.

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1. Defensive tactics & strategies 1.4 Zone defences 1.4.3 Getting the ball out of the hands of the point guard

1.4.3 Getting the Ball out of the


hands of the Point Guard
Many teams (at both junior and senior level) have a
preferred point guard who has the ball “in their hands”
for the majority of the team’s offence.

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.

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1. Defensive tactics & strategies 1.4 Zone defences 1.4.3 Getting the ball out of the hands of the point guard

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.

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1. Defensive tactics & strategies 1.4 Zone defences 1.4.3 Getting the ball out of the hands of the point guard

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.

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1. Defensive tactics & strategies 1.4 Zone defences 1.4.4 Denying spots on the floor

1.4.4 DENYING SPOTS ON THE FLOOR


Just as many teams have a preferred point guard,
many teams have a preferred position on the floor
from where they initiate offence

Commonly, the wing will be where given most players are


offence is initiated and it is often on right-hand dominant.
the right hand side of the floor,

Aggressively deny passes


x3 denies the pass to the wing, which may cause 3 to cut back door.
5 x5 steps toward the wing to help to stop any pass to a “back door” cut.
x5 x4 similarly moves toward the middle of the floor.
4 3
x4 x3 If the offensive team looks to initiate from either wing, then x4 may deny
x2
a pass to 4, while x2 sags towards the key.
x1
2 1

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

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1. Defensive tactics & strategies 1.4 Zone defences 1.4.5 “Box and 1” defence

1.4.5 “BOX AND 1” DEFENCE


A “Box and 1” defence is often regarded as a “junk”
defence, however particularly if a team employs a 1-1-3
Match Up defence, the “Box and 1” can be incorporated
into the defensive scheme to provide an option that most
teams have little experience in playing against.

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.

Teaching the “Box and 1”


4 To teach the “Box and 1”, have 4 defenders and up to 7 offensive players.
The defenders are to use the slides of the 1-1-3, provided that:
x5 5
x4 a) 1 defender is always on the ball;
3 x3
b) 3 defenders always have one foot in the key (or are fronting a post player).
x2 2

x1
1

Shown are the 1-1-3 rules being used:


• Frontline defender (x4) takes the wing;
4
• Frontline defender (x5) fronts the low post;
x5 5
x4 • Guard (x2) moves to help position behind post
(e.g. the same position as when trapping in the 1-1-3).
3 x3 x2 2 • x3 remains close to 3, denying them the ball
x1
1

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1. Defensive tactics & strategies 1.4 Zone defences 1.4.5 “Box and 1” defence

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

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1. Defensive tactics & strategies 1.4 Zone defences 1.4.5 “Box and 1” defence

Playing the “Box and 1”


As shown, initial alignment is very similar to the 1-1-3, with the exception that x3 is
3 guarding only 3. x3 stays close to the offensive player, not needing to move into
x4
5
x3
x5 “Help” positions.
2 4
x2

x1
1

x3 defends 3 wherever they go on the court – denying any pass to x3.

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

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1. Defensive tactics & strategies 1.4 Zone defences Follow-up

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?

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1. Defensive tactics & strategies 1.5 Defensive structures for special situations 1.5.1 Baseline out of bounds & sideline

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).

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1. Defensive tactics & strategies 1.5 Defensive structures for special situations 1.5.2 Late shot clock

1.5.2 LATE SHOT CLOCK


Teams do not necessarily need to have complicated or
intricate “plays” but it is vitally important that all players
know the team rules that apply in a “late clock” situation.

Some tactics that are commonly A common frustration for coaches is


employed are: where a defender fouls as the shot clock
• Double-teaming any on-ball screen; is about to expire and this is particularly
frustrating if they foul while trying to
• Switching off all ball screens;
steal the ball. Simply instructing players
• Denying a particular player getting the “don’t foul” is unlikely to be effective.
ball (e.g. point guard); Instead, coaches should help players to
• Denying the ball being passed to a develop the mindset that:
particular area of the court (e.g. wing, • The “shot clock” is like a defender and will
if the opponent often uses an on-ball “steal” the ball;
screen from the wing);
• The role of other defenders is to prevent
• Double-teaming the low post. the opponent from shooting.
This mindset can be reinforced at
practice by using a “no grab” rule
in practice, which simply means that
a defender cannot take the ball out
of the hands of an offensive player.
Passes can be intercepted, but the
emphasis is on playing aggressive
defence, without “reaching” for the ball.

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1. Defensive tactics & strategies 1.5 Defensive structures for special situations 1.5.3 Last possession plays

1.5.3 Last Possession Plays


Last Possession Plays Often in a “last shot” situation, the
There are a number of considerations defence will deny a pass, particularly
that the defensive team need to when in an inbound situation and the
consider in a “last play” situation, offensive team has only 5 seconds to
such as: make the pass. However, to counter
that, teams may look to make back
• How to defend back cuts;
door cuts.
• Whether to play “help” defence
or defend the 3 point shot;
• Whether to guard the passer
or deny receivers.

Here the defensive team is denying all passes.


5 moves to the perimeter and then cuts off a back-screen from 1 to the basket, which
3
x3 4 is designed to allow a lob pass to 5. Even if x1 and x5 switch, 5 may have a height
x4
advantage and people able to catch the pass.

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

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1. Defensive tactics & strategies 1.5 Defensive structures for special situations 1.5.3 Last possession plays

Another option to defend this situation is for:


• x2 not to guard the passer but instead, face in court and deny cutters.
3
x3
x4
4 • x5 sags into the key to defend any lob pass
x5
• x1 guards the initial cut by 5, with x2 denying any pass to 1
x1 1 5 • with x5 in the key to defend a lob pass, x4 can move to a denial position on 4.
2 x2

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

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1. Defensive tactics & strategies 1.5 Defensive structures for special situations 1.5.3 Last possession plays

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

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1. Defensive tactics & strategies 1.5 Defensive structures for special situations 1.5.4 Catching up - strategic use of fouls

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

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1. Defensive tactics & strategies 1.5 Defensive structures for special situations Follow-up

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?

4. What is your preferred way to defend baseline inbounds situations?


Does it depend upon your opponent?

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?

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Level 3

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

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.1 Read and react offence

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

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.1 Read and react offence

Similarly, where 2 dribbles to the left, the circular movement is to the left.

4 5

3
2

The rule applies regardless of where the dribbler is.

4 5

3
2

Layer 2 – Baseline Penetration


5 On baseline penetration, the player in the opposite corner stays as this is a good
4
Corner passing angle.
Safety
The other players continue circular movement, although it may be smaller movement.
3 On baseline penetration, the dribbler must have 4 passing options:
2
• Opposite corner
45 degree
90 degree • Opposite side – 45 degree
1
• Same side – 90 degree
• Same side – behind (safety)

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

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.1 Read and react offence

Layer 3 – Back Cuts and Pass & Cut


The next layer introduces the “pass and cut”, which is one of the simplest yet effective
moves in any “invasion” sport, whether that is basketball, football, hockey etc.

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

Other players rotate in a circular movement in the direction of the pass.


Here, 2 cuts to the basket, 4 lifts and 2 moves out to the corner.
3
2

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.

3 Here, 2 cuts to the basket and 4 lifts from the corner.


2
x2

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.1 Read and react offence

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

Layer 4 – Post Movement on dribble penetration


When a dribbler penetrates the key, any post player moves according to the
following rules:
• If the penetration into the key comes from below the post player or along the
baseline, the post moves up to the elbow
• If the penetration into the key comes from above the post player, the post steps to the
short corner which (if their defender steps out) creates more room for the dribbler or
(if the defender stays in the key) creates a passing lane.

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

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.1 Read and react offence

3 penetrates along the baseline, so 5 lifts to the corner.

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

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.1 Read and react offence

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

Layer 5 – Speed Dribble


The “speed dribble” is a non-penetrating dribble (i.e. it moves from perimeter position
to another perimeter position) and forces a backdoor cut which then triggers other
perimeter movement.

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

Other perimeter players adjust position from the baseline up.


3
2
The dribbler uses a “speed dribble”, facing the direction that they are moving in.
1

4 5

3
2

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.1 Read and react offence

Layer 6 – Power Dribble (Dribble Hand-Off)


A power dribble is used to initiate a dribble hand off. It may be used as a pressure
release or to get the ball into the hands of a better ball handler. It can be signalled
either by using a sideways “step-slide” dribble or other visual signal (e.g. tapping
the chest).

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

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.1 Read and react offence

Alternatively, 1 could reverse direction and hand off with 5.

4 5

2 1

Layer 7 – Circle Reverse


5 If the defence are able to stop dribble penetration, the perimeter players change
4
direction and “circle” in the opposite direction.

3
2
x1

The pass to 3 could be a hand off or a short pass.


5

4 3
x1
1
2

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.1 Read and react offence

Layer 8 – Back Screens


5 After any back cut, the player can back screen for a team mate, rather than moving to a
4
gap on the perimeter. As with any screen, it is important that the cutter does not move
until the screener has “set” – listening for the screener’s feet landing on the floor.
3
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

Layer 9 – Staggered Screens


5 There are also opportunities for staggered screens when multiple players cut after
4
passing the ball.

3
2

Staggered screens can also be used where there is a post player.

4 3

2 1

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.2 “Flex”

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.

This summary is provided so that To avoid this, in practice coaches


coaches may have some familiarity should allow players to make “reads”
with each of them. However, any and where a player makes a pass that
coach interested in introducing some is different to what the play required,
of these concepts should seek out the coach should ask the player what
further information. they saw and why they attempted that
Coaches of young players must be particular pass, where were defenders
particularly careful to ensure that positioned, where their team mates
players do not become so fixated on were etc. It may be that in this context,
running the particular “movement” that the coach will agree that what the
they do not learn to correctly identify player did was appropriate.
opportunities to “beat” their defenders If the coach simply insists that players
and score. must follow the play, they will not learn
An example of this, is where a play to read the defenders. And whilst they
requires the ball to be passed to a may initially have success with the play,
particular player. Young players may other teams will soon learn what they
concentrate on that option to the extent are doing and will defend it.
that they do not see other passing Set offensive plays should be used
opportunities and will “force” this as a framework, which is designed to
pass instead. create offensive opportunities but most
of all, players must be taught to react
to whatever the defence does.

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.2 “Flex”

“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”

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.3 “Shuffle”

2.1.3 “THE SHUFFLE”


“The Shuffle” was first named in the 1950s when coach
Bruce Drake at Oklahoma University used its basic cutting
action as part of the team’s offence.

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

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.4 “Triangle”

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.

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.5 “Horns”

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

The offence is sometimes known as “A-Set”

“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

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.5 “Horns”

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”.

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.6 “Princeton”

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.

The post player (5) can play either low or high.


3 4
5
The ball is passed to the wing, and both guards cut low toward the basket, stopping
below the “block”. The high post player steps to the perimeter.
2 1

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.6 “Princeton”

4 passes the ball to 5.

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.

The ball is then reversed to the opposite wing player.


3 4
5 x4

2 1

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.6 “Princeton”

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

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.7 “UCLA Cut”

2.1.7 “UCLA Cut”


The UCLA Cut received its name due to its use by coach
John Wooden at UCLA. It is a simple “pass and cut”
motion, with a screen from the high post.

A UCLA Cut is used in many offensive structures

5 2

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.8 “Zipper”

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.

“Zipper” starts in a 1-4 High, offensive set.

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).

If possible, 1 passes to 2 as they cut to the basket.


1

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

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.8 “Zipper”

If 2 does not receive the ball, they cut through to the opposite corner.

5 5 can set a ball screen for 1 at the wing.

3 4 1

Alternatively, 3 lifts to the point position to receive the pass from 1.


5 lifts back to the high post and 2 lifts from the corner to the wing.

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

The “Zipper” is a relatively unsophisticated structure that is easily “scouted” and


accordingly is less likely to be used as a structured offence. Instead, it is common
in professional leagues for the “zipper cut” to be integrated into their offensive
structures, particularly being used as an “entry” into half court offence. Set out below
are various options that utilize a zipper cut to start.

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.

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.8 “Zipper”

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

1 pauses at the basket and then can either:


(a) Cut back to the perimeter using a screen from 5
1 (b) Cut off a staggered double screen from 3 and 4.
5
3
4
Whichever cut 1 makes, they must read their defensive opponent. This may mean they
flare to the corners, or curl on a screen etc, depending upon how the cut is defended.
2

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.8 “Zipper”

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

Alternatively, 4 could ball screen at the wing.

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

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.8 “Zipper”

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

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets 2.1.8 “Zipper”

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

4 then steps across to set a ball screen and 2 penetrates.

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

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2. Offensive Tactics and Strategies 2.1 Common Offensive Sets Follow-up

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”.

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2. Offensive Tactics and Strategies 2.2 Offensive Movement 2.2.1 Motion Offence - 3 Out, 2 In - Screen the Screener

2.2 Offensive MOVEMENT


2.2.1 Motion Offence - 3 Out,
2 In - Screen the Screener
With 17-18 year olds, other concepts may be introduced
and at this age players can learn to play with two inside
players (either two low posts, two high posts or one low
post and one high post).

These players may use the following concepts:

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

Here, 4 sets a screen for 3 and then 5 sets a screen for 4.

2 3
5

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2. Offensive Tactics and Strategies 2.2 Offensive Movement 2.2.2 Motion Offence - 3 Out, 2 In - Multiple Screens for the Shooter

2.2.2 Motion Offence - 3 Out,


2 In - Multiple Screens for
the Shooter
Two or three screens can be set in a row to allow a
shooter to get free.

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

4, 5 and 2 set screens for 3

5 4
3

2 1

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2. Offensive Tactics and Strategies 2.2 Offensive Movement 2.2.3 Motion Offence - 3 Out, 2 In - Double Screens

2.2.3 Motion Offence - 3 Out,


2 In - Double Screens
A double screen is where two team mates stand together
to set a screen.

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

2 makes a “turn out” to cut off a double screen.

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.

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2. Offensive Tactics and Strategies 2.2 Offensive Movement 2.2.4 Motion Offence - 3 Out, 2 In - Blind (Back) Screens

2.2.4 Motion Offence - 3 Out,


2 In - Blind (Back) Screens
“Blind”, or “Back” screens, are set behind a defender
so that they cannot see the screener.

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

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2. Offensive Tactics and Strategies 2.2 Offensive Movement 2.2.5 Motion Offence - 3 Out, 2 In - Pick and Roll with Triangle on Help Side

2.2.5 Motion Offence - 3 Out, 2 In -


Pick and Roll with Triangle
on Help Side
The team may play a “pick and roll” with three players at
the help side, in a triangle formation (low post, wing and
guard). in a triangle formation (low post, wing and guard).

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

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2. Offensive Tactics and Strategies 2.3 Offensive Movement 2.2.6 Motion Offence - 3 Out, 2 In - Cuts off High Post Screen

2.2.6 Motion Offence - 3 Out, 2 In -


Cuts off High Post Screen
Guards may cut off the high post, after the ball goes below
the extended free throw line but before any defenders
move to the “split line”.

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

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2. Offensive Tactics and Strategies 2.2 Offensive Movement 2.2.7 Motion Offence - 3 Out, 2 In - 1v1 Isolation

2.2.7 Motion Offence - 3 Out, 2 In -


1v1 Isolation
Players can give a team mate room to play 1x1.

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

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2. Offensive Tactics and Strategies 2.2 Offensive Movement 2.2.7 Motion Offence - 3 Out, 2 In - 1v1 Isolation

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”.

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2. Offensive Tactics and Strategies 2.2 Offensive Movement 2.2.8 Shot Selection - Importance of the corner 3

2.2.8 Shot Selection -


Importance of the corner 3
The introduction of the 3 point shot has made a significant
change to how basketball is played, placing a much
greater emphasis on shooting from distance.

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%

15 In 2014 the teams that competed for the NBA


Championship took 11% (Miami) and nearly 8% (San
Antonio) of shots from the “corner 3”. The league
average was 6.6% of shots taken from the “corner 3”.
16 NBA teams make 42.5% from the “corner 3”,
compared to 34.9% from the wing 3 and 38.8% from
the top of the key (see http://www.82games.com/
locations.htm, which is not official NBA statistics)

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2. Offensive Tactics and Strategies 2.2 Offensive Movement 2.2.8 Shot Selection - Importance of the corner 3

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

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2. Offensive Tactics and Strategies 2.2 Offensive Movement 2.2.8 Shot Selection - Importance of the corner 3

The effectiveness of passing to create an opportunity to shoot from the “corner 3” is


confirmed by analysis that indicates 95% of “corner 3” shots are “assisted”, meaning
that they are taken after receiving a pass.3

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

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2. Offensive Tactics and Strategies 2.2 Offensive Movement Follow-up

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?

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2. Offensive Tactics and Strategies 2.3 Screening 2.3.1 On Ball Screens - Pistol

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.

1 passes to 3 on the wing.

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

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2. Offensive Tactics and Strategies 2.3 Screening 2.3.1 On Ball Screens - Pistol

5 then moves to set a “side pick and roll” for 1.

1
5

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2. Offensive Tactics and Strategies 2.3 Screening 2.3.2 Off Ball Screens - “Elevator” Screens

2.3.2 Off Ball Screens -


“Elevator” Screens
The “elevator” screen is a type of double screen that has
been used with particular success by the Golden State
Warriors in the NBA.
Simply, when setting an “elevator” The “elevator” screen is often used
screen, two team mates set a screen after some other screens in the offence
but stand one or two steps apart from as it is most effective when there is
each other. some separation between the cutter
and their defender.

Below is an example of an offence that incorporates an “elevator” screen.

4 sets a down screen for 5, as 3 dribbles out from the wing and 1 relocates to the wing.

2
5

4 3

1 then cuts off a back screen by 4.

2
4

1
5

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2. Offensive Tactics and Strategies 2.3 Screening 2.3.2 On Ball Screens - “Elevator” Screens”

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.

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2. Offensive Tactics and Strategies 2.3 Screening 2.3.2 Screening Angles and Alignments - Advanced Pick and Roll

2.3.3 Screening Angles and


Alignments - Advanced Pick
and Roll
The “pick and roll” (or “on ball screen”) is one of the most
common plays in basketball.

There are many different angles Dribbler


and alignments that can be utilised • Starting point – this will be relative to
by teams using the “pick and roll”. where the defence is. Move the defender
Importantly, despite the name, the to the screen.
screener does not always “roll” (cut • “Set-up” – be a threat before using
to the basket) and may “pop” (move the screen. Beat the defender away
to the perimeter) or re-screen. Some from the screen and then use the screen
fundamental rules for both screener
• Separation away from the screener
and dribbler are:
• Score – be a scoring threat and force
Screener: the defence to react to you.
• “Set-up” – be a threat before going Below are descriptions of various
to set the screen alignments that can be used for
• Sprint into the screen – arrive to set “pick and roll” or “on ball” screens.
the screen before the defender is there
• Screen angle is important
• Separation after dribbler uses the screen –
either pop or roll

“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

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2. Offensive Tactics and Strategies 2.3 Screening 2.3.2 Screening Angles and Alignments - Advanced Pick and Roll

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

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2. Offensive Tactics and Strategies 2.3 Screening 2.3.2 Screening Angles and Alignments - Advanced Pick and Roll

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

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2. Offensive Tactics and Strategies 2.3 Screening 2.3.2 Screening Angles and Alignments - Advanced Pick and Roll

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

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2. Offensive Tactics and Strategies 2.3 Screening 2.3.2 Screening Angles and Alignments - Advanced Pick and Roll

“Horns or ‘A-Set” is a very popular offensive alignment. It can be set “tight”


(at the elbow) or above the 3 point line.
3 2

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

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2. Offensive Tactics and Strategies 2.3 Screening 2.3.2 Screening Angles and Alignments - Advanced Pick and Roll

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

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2. Offensive Tactics and Strategies 2.3 Screening 2.3.2 Screening Angles and Alignments - Advanced Pick and Roll

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

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2. Offensive Tactics and Strategies 2.3 Screening 2.3.2 Screening Angles and Alignments - Advanced Pick and Roll

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

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2. Offensive Tactics and Strategies 2.3 Screening Follow-up

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?

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2. Offensive Tactics and Strategies 2.4 Offence Against Zone Defence 2.4.1 Pick and Roll (On Ball Screens) Against a Zone

2.4 Offence Against


Zone Defence
2.4.1 Pick and Roll (On Ball Screens)
Against a Zone
Many coaches advocate having an offence that can work
equally well against “man-to-man” defence and zone
defence.17 The advantage of this approach is that the team
does not need to specifically identify the type of defence
the opponent is playing.

Pick and roll (On Ball Initial Alignment


Screens) Against a zone One of the most important aspects for any
One of the most common offensive offence to be successful is for there to be
situations used at the moment is the good “spacing” between players.
“pick and roll” (or “on ball” screen), With an on ball screen in the middle of the
particularly in the middle of the court. court, spacing can have a player in each
Whilst this has traditionally been used of the corners and also on one wing.
17 For example, Zeljko Obradovic in his clinic against man to man defence, it can be
Match Up Offence, which is available on
FIBA’s YouTube Channel. equally effective against a zone defence.

To get into this alignment early in the offence:

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

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2. Offensive Tactics and Strategies 2.4 Offence Against Zone Defence 2.4.1 Pick and Roll (On Ball Screens) Against a Zone

Setting the On Ball Screen


1 2 In a zone, the defence will often not have a defender on the screener. In this situation,
3 must be prepared to shoot as they use 5’s screen.

4 x2

x1
5 3

Alternatively, 3 can look to penetrate into the key:


1 2 • If x2 stops the dribble, pass to 4 (black)
x3 x4 • If x3 moves to help, pass to 1 (red)
x5
• Pass to 5, if x4 moves to defend, second pass to 2 in the corner (blue)
4 x2

x1
5 3

Creating 2x1 Opportunity


1 2 A pass to 4, creates a situation of 2x1 between the offensive players 1 and 4 against
x4 defender x3.
x3 x5
If x3 rotates to the wing, a quick pass to 1, forces x5 to rotate to the corner. 1 must be
4 x2 prepared to drive, as this is clearly a mismatch.
5
3 x1 Read the Defence
If 1 does not drive, 5 can cut to the basket and can:
• “Seal” x3 as they rotate back to the key;
• “Seal” x4 before they can rotate across the key.

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

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2. Offensive Tactics and Strategies 2.4 Offence Against Zone Defence 2.4.1 Pick and Roll (On Ball Screens) Against a Zone

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

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2. Offensive Tactics and Strategies 2.4 Offence Against Zone Defence 2.4.1 Pick and Roll (On Ball Screens) Against a Zone

If x4 rotates to stop the penetration, a pass to Player 2 creates a shot or an opportunity


1 2 for Player 2 to drive as x5 rotates to defend the corner.
x3 x4
x5

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

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2. Offensive Tactics and Strategies 2.4 Offence Against Zone Defence 2.4.1 Pick and Roll (On Ball Screens) Against a Zone

When Defence force sideline


1 2 An increasingly common tactic is for the defender to force the dribbler away from the
x3 x4 screen. x1 stands next to the screener, facing 3 – making it impossible for 3 to use
x5
the screen.
4 x2
In “man to man” whoever is defending the screener (5) would move to the basket
5
x1 to help guard any penetration. In zone defence, no defender specifically guards
3 the screener.

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.

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2. Offensive Tactics and Strategies 2.4 Offence Against Zone Defence 2.4.2 Dribble drag against Zone Defence

2.4.2 Dribble drag against


Zone Defence
A simple entry to get into position to use a ball screen in
the middle of the court can be used in conjunction with
dribbling against the zone.

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

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2. Offensive Tactics and Strategies 2.4 Offence Against Zone Defence 2.4.2 Dribble drag against Zone Defence

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

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2. Offensive Tactics and Strategies 2.4 Offence Against Zone Defence 2.4.3 1-3-1 Alignment against Zone Defence

2.4.3 1-3-1 Alignment against


Zone Defence

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

2 5 x2 3 If defenders “ball watch” it will often provide an opportunity for 4 to cut.

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

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2. Offensive Tactics and Strategies 2.4 Offence Against Zone Defence 2.4.3 1-3-1 Alignment against Zone Defence

On Ball Screen CONTinued...


Whichever side that 1 dribbles has two players and the opposite side (“weak” side)
4
x3 x4 has 2 perimeter players and the high post player.
x5

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

Pass to the Wing


Many zone defences will defend a pass to the wing by having a frontline player rotate.
4
x3 x4 By having Player 4 move to the corner, this can now create a 2x1 situation.
x5
5 can also seal the high post defender or cut into the key to receive a pass. If x3 has
2 5 x2 3 moved to the perimeter, 5 can seal x5 rather than just cutting into space.

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

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2. Offensive Tactics and Strategies 2.4 Offence Against Zone Defence 2.4.3 1-3-1 Alignment against Zone Defence

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 and 4 are in a 2x1 situation against x3.


4
x3 x4
x5

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

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2. Offensive Tactics and Strategies 2.4 Offence Against Zone Defence 2.4.3 1-3-1 Alignment against Zone Defence

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

Pass to the High Post


The High Post will often be defended by one of the frontline players when they receive
4
a pass. The perimeter players should move to the corners and wing.
x3 x4
x5 The zone is effectively in”man to man” now, with each player responsible for one
3 offensive player. Anytime a player moves to “help” against the high post player, the
2 5 x2
high post player can pass to that offensive player. For example, if x3 helps, pass to 4.
x1

Screening or Freezing Rotating Defender


Another effective tactic can be to screen the defender that would normally rotate to
4 defend the ball.
x3 x5
As 3 passes to 1, a screen on x2 forces x1 to be involved - any dribble should look to
x4
penetrate past x1. If x1 commits to 1, a pass to 2 creates a 2x1. If x1 slides across to 2,
2 x1 5 x2 3 1 can penetrate into the key.

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2. Offensive Tactics and Strategies 2.4 Offence Against Zone Defence 2.4.3 1-3-1 Alignment against Zone Defence

A ball screen on x2, forces x1 to defend penetration from 2.


A pass to 1, forces a rotation by x4 and a further pass to 3 would create a “scramble”
4
x3 x4 as x5 rotated to the corner.
x5

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

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2. Offensive Tactics and Strategies 2.4 Offence Against Zone Defence 2.4.3 1-3-1 Alignment against Zone Defence

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.

There are many offences designed to It is recommended, when coaching


be played against zone defences, and young people, to have an offensive
some coaches will create a specific approach that is more versatile and
offence for each different zone that can be utilized against both zone
they may encounter. defence and man to man.

Coaches manual 220


2. Offensive Tactics and Strategies 2.4 Offence Against Zone Defence Follow-up

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.

2. How does your team currently play against a zone defence?

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?

Coaches manual 221


2. Offensive Tactics and Strategies 2.5 Offensive Structure for Special Situations 2.5.1 Baseline Out of Bounds

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.

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2. Offensive Tactics and Strategies 2.5 Offensive Structure for Special Situations 2.5.1 Baseline Out of Bounds

Baseline out of bounds Equally, when coaching the passer,


This refers to when the offensive team has the coach should emphasise:
possession of the ball and is inbounding • “Fake a pass to make a pass” –
from the baseline at the basket where they move the defender’s hands to create
are attempting to score. a passing lane / angle;
There are a number of principles that • Take a step back from the baseline to
coaches should consider in choosing create space if the defender is standing
how they want their teams to play the right at the baseline;
baseline out of bounds situation:
• Not focusing on one particular pass,
1. Focus on the fundamentals – but instead looking to make the best pass.
passing, cutting and catching; This is perhaps the worst aspect of using
2. Moving away from the ball; structured plays requiring teams to follow
3. Moving to the ball; set movement – players get too focused
4. “Little-Big” Screen on the option that is part of the play and
5. Screening the Screen; may not see an open player;18
6. The “safety catch”; • Don’t let the referee’s 5 second count rush
7. Inbound player shooting.
the pass – a violation (which allows for
Focus on the Fundamentals – defence to be set) is almost always better
passing, cutting and catching than an intercepted pass.
The inbound passer cannot shoot the ball Moving Away From the Ball
and has only 5 seconds in which to make
Quite simply, there is not enough room
a pass. The focus therefore should be
on the court for 4 players to all cut
foremost on getting the ball into play,
not necessarily a scoring opportunity. toward the ball at the one time. Often
a player will need to move away from
Particularly when coaching children,
the ball in order to create a space that
coaches should focus first on the ability
for a player to get themselves open by: someone else can cut into.

• 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)

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2. Offensive Tactics and Strategies 2.5 Offensive Structure for Special Situations 2.5.1 Baseline Out of Bounds

Here is an example of players moving at the same time:


• 4 starts to move toward the empty cone;
5 3
2 • 5 moves to replace 4;
• 2 moves to replace 5.

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

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2. Offensive Tactics and Strategies 2.5 Offensive Structure for Special Situations 2.5.1 Baseline Out of Bounds

Moving to the Ball


It is equally important that there are players moving to the ball and looking to receive
the ball while they are moving. If offensive players cut and then stop, a pass will often
be intercepted by a defender that continues to move.

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 Screening the Screener


A common technique in many baseline plays is to set a screen for a player that has just
screened – hoping to create confusion amongst the defenders.
4 1
Here, 2 creates space moving up to screen for 2, who cuts toward the ball. At the
same time, 1 steps toward the ball and then screens for 4 to cut to the basket.
5 2
After screening for 4, 1 cuts off a screen by 5.

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2. Offensive Tactics and Strategies 2.5 Offensive Structure for Special Situations 2.5.1 Baseline Out of Bounds

3 The “Safety Catch”


In this simple action there have been there has been 3 screens, which will require
2 excellent communication by the defensive team to defend.
1
Most importantly, offensive players must adjust to what the defenders do –
4 for example, if the defenders focus on stopping 4’s cut to the basket,
5 5 may be able to cut straight to the basket.

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.

3 The cut to the perimeter by 1 in the movement shown above is an example of a


“safety catch” – presenting an option away from the basket, which is relatively
2 “non-threatening”.
1

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

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2. Offensive Tactics and Strategies 2.5 Offensive Structure for Special Situations 2.5.1 Baseline Out of Bounds

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 2 then cuts to the corner using a screen from 4.


x3
Having both 4 and 5 in an attacking position near the basket (and they should look to
4x4 receive a pass) can often draw the defence toward the basket, leaving the pass to the
x2 x5 5
2 perimeter open.

3 If the defence usually switches on screens, then it can be effective to “clear


x3 the space” in the near corner and then have a guard cut into the area.
x4 Initially, both 4 and 2 move away from the ball, creating a space in the near corner.
4 x2 2
x5
x1
5

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2. Offensive Tactics and Strategies 2.5 Offensive Structure for Special Situations 2.5.1 Baseline Out of Bounds

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

Inbound Player Shooting


This is the final “piece of the puzzle” – determining what the inbound player will do.
3
2 4 It can often be effective to have them move to a shooting position, often on the “weak”
side. In this example, 2 and 4 set screens, so that 3 could cut to either corner. 5 also
1 pops out to assist with ball reversal.

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2. Offensive Tactics and Strategies 2.5 Offensive Structure for Special Situations 2.5.2 Sideline Out of Bounds

2.5.2 Sideline Out of Bounds


Again, there is a considerable amount of material about
specific plays that can be used and the same general
principles that applied to Baseline Out of Bounds, apply
to a sideline play.

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.

Safety 1 Safety 1 Safety 1

x3
3 3 x3 3
Safety 2 Safety 2 Safety 2

Diagram 1 Diagram 2 Diagram 3

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.

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2. Offensive Tactics and Strategies 2.5 Offensive Structure for Special Situations 2.5.2 Sideline Out of Bounds

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.

Players 1, 2, 4 and 5 start in a loose”box”alignment.


4 cuts hard toward the ball, while 5 screens down for 1.

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

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2. Offensive Tactics and Strategies 2.5 Offensive Structure for Special Situations 2.5.2 Sideline Out of Bounds

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

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2. Offensive Tactics and Strategies 2.5 Offensive Structure for Special Situations 2.5.3 Late Shot Clock

2.5.3 Late Shot Clock


A “late shot clock” play is generally regarded as when
there are 10 (or less) seconds remaining on the shot clock.

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).

2. Have drink breaks at practice that are Offensive Structure


timed to be 24 seconds – helping players Some coaches put in place a specific
get used to the 24 second time frame; structure when the team is in a late
3. Have players close their eyes and start shot clock situation, such as:
counting on the coach’s signal. They open • On ball screen;
their eyes when they feel that 24 seconds has • “Flat” – ball to the point guard, other four
passed. Most will raise their hands early; players along the baseline;
• Dribble penetration and either shoot or
pass to the perimeter for a shot;
• Get the ball into the key (either dribble
penetration or pass to a post), attack the
basket and try to shoot
• Ball reversal (to try to create opportunity
for either dribble penetration or a shot).

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2. Offensive Tactics and Strategies 2.5 Offensive Structure for Special Situations 2.5.3 Late Shot Clock

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.

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2. Offensive Tactics and Strategies 2.5 Offensive Structure for Special Situations 2.5.4 Last Possession Plays

2.5.4 Last Possession Plays


“Last possession” plays are where In designing a structure for a team
a team is down by 1, 2 or 3 points and to use, or deciding what to do in a
has possession of the ball and there particular situation, coaches should
is time for “one possession” – take into consideration:
up to 24 seconds. There are two • Have options for 2 point and 3 point shots.
different situations: In each situation, make sure that every
(a) There are literally only seconds left and player knows what the game situation
a shot needs to be taken very quickly; requires. When a team is three points
(b) There is more time and teams will often down, the defence may “give up” a two
“run down” the shot clock until there point shot (to avoid fouling and giving the
is 5-7 seconds to go before shooting. offence a possible “3 point play”);
This allows some time for an offensive • Have more than one option to receive a pass;
rebound and second scoring opportunity. • Make sure options are realistic for the
Either situation can occur in general players that you have. Particularly with
play (e.g. taking a defensive rebound junior teams, do they have the physical
and the new offensive team having the strength to throw long passes? Will a lob
last possession) or with the ball to be pass be effective if players are not able to
inbound from either the baseline “play above the ring”;
or sideline. • Have options that are a realistic “catch
Whatever the situation, all players on and shoot” as well as having various
the team need to know how the team is elements (e.g. dribble penetrate and pass
approaching the situation, whether that or reversing the ball). The amount of time
is a structured play or the application of left will dictate what options are realistic;
a rule (e.g. dribble penetrate into the key). • Choose who should be the passer based
on your particular players, not what a
particular “play” might say. Often a
taller passer may have an advantage,
particularly if the passer is defended by
a taller player (a common tactic);
• Be confident and believe you can score.
The best way to practice that is to practice
“time and score” situations.
These considerations are demonstrated
in the following simple structure:

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2. Offensive Tactics and Strategies 2.5 Offensive Structure for Special Situations 2.5.4 Last Possession Plays

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 not initially passed to either 5 or 1,


3 cut to the corner, off a staggered screen by 1 and 4.
1 4 After screening, 4 turns and steps toward the ball. 5 moves to the side.
3 should cut to where they want to shoot – it may be a 2 point shot or it may
2 3 be a 3 point shot.

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2. Offensive Tactics and Strategies 2.5 Offensive Structure for Special Situations 2.5.4 Last Possession Plays

1 now comes off a staggered screen by 4 and 5.


After screening, 5 moves toward the ball and 4 moves to the opposite low post.
3
1
4
2

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

How much time is left will determine


to what extent the options shown are
implemented. If there is little time, it
may simply be that whoever catches
the inbound pass needs to shoot.

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2. Offensive Tactics and Strategies 2.5 Offensive Structure for Special Situations Follow-up

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.

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2. Offensive Tactics and Strategies Notes

Coaches manual 238


Level 3

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

3.2 Team preparation for a (long)


tournament play
3.2.1 Characteristics of long tournament play 251
3.2.2 Long tournaments - selecting team 252
3.2.3 Long tournaments - preparing the team
prior to tournament 253
3.2.4 Long tournaments - scouting 254
3.2.5 Long tournaments - keeping players fresh 255
3.2.6 Long tournaments - coaching staff 256
3.2.7 Long tournaments - organising the off-court 257
Follow-up 259

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3. Management 3.1 League coaching 3.1.1 Characteristics of league coaching

3.1 League Coaching


3.1.1 Characteristics of
league coaching
Coaching in a league typically means Recruiting and
that your team: Selecting a Team
• Plays in a competition that is played over A coach must seek clarity from the club
a relatively lengthy period of time (the about what level of control the club will
exact period very much depends upon the have over the selection of players. In
league). The season generally has four some contexts (e.g. a professional team)
distinct phases: the coach may be actively involved with
• Pre-season; recruiting players, while other coaches
• Regular season (“home and away” games);
(e.g. a junior team) may not actively
recruit and instead must select a team
• Play-offs (finals);
from the players that express an interest
• Off-season (when players may continue in playing.
to work with the team or may be When recruiting, the coach should:
involved in other programs (e.g. other
• Avoid promises of “court time” that
leagues or national team commitments)
the player will receive;
or may take a break;
• Discuss with prospective players the
• Plays half of their games at home,
role within the team that they believe
which may include a greater variety of
the player might undertake;
distractions to preparation than when the
team is “away”; • Consider involving players to assist
with recruiting;
• Plays the same opponents a number of
• Consider what stage of development
times during the season;
the team is at (is playing in finals realistic
• Generally has a number of days rest in the near future?) and develop a
between games; strategy (approved by the club) to balance
• May be required to travel between games experienced players with young players that
and this travel may be immediately before are identified as having potential to excel in
the game or be over significant distances; future years, but not necessarily immediately;
• At the conclusion of the season in addition • Determine the style of play that they believe
to overall “wins and losses”, the record will be successful in the league and recruit
against a particular team may determine players that will excel in that style of play;
the team’s position on the ladder. • “Recruit people, not players” – take
The extent of preparation that a coach time to get to know the personalities of
does will very much depend upon the prospective players, and recruit players
team. A junior team may only practice that will fit the culture of the club and the
once or twice a week, compared to a personalities of the coach and the team;
professional team where players are at • “Listen to the opinion of others but make
the club every day. their own decision” – coaches should seek
Despite these differences, the context the opinion of other coaches, managers and
of “league coaching” (as distinct from administrators regarding potential players,
tournament coaching) does need to however ultimately the coach must make
be considered. their own decision as to whether they want
to recruit the player.

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3. Management 3.1 League coaching 3.1.1 Characteristics of league coaching

The biggest difference between • Transition – offence and defence;


recruiting and selecting a team is that • Half Court – offence and defence;
the coach that is recruiting can be more • Breaking pressure – offence.
targeted in identifying players to fit a
• “Experiment” with different styles of play
particular style of play. If selecting a
or different roles for players. It can also
team it is often prudent to choose the
be a good opportunity to evaluate new
game style after the team is identified.
team members as well as see which
When selecting a team, coaches should: players have “developed” their game;
• “Not select players based on what they • Start to “scout” opponents, particularly
can do now but select them on what what style of game they may prefer and
the coach believes they will be able to the characteristics of their key players.
do” – this will include considering how
Particularly with junior teams the
“coachable” a player is and how they
offensive and defensive structure can
will fit within the team culture;
be very simple. For example:
• Clearly state the selection process
• Offensive transition may simply be
(and comply with it!);
(a) “run the lanes” (as fast as possible),
• Use uncomplicated contested activities (b) pass the ball ahead and
as much as possible – many coaches (c) 2v1 and 3v2 play.
run “complex” activities or patterns
• Similarly, defensive transition might be
of play, which may favour players that
have previously been involved in the (a) “Jam” the rebounder (make it hard for
programme; them to make a quick pass),
• Be methodical and take notes to ensure (b) defend the basket first and
that all players have been evaluated; (c) then put pressure on the ball handler.
• Seek input from other coaches; Preparing the Team – ‘When’
• Spend more time with the players that is as important as ‘What’
they have not previously coached (some Given that leagues are played over a
clubs will have an initial trial that is number of weeks or months, often much
specifically for players that have not longer than any pre-season period
previously been involved). the coach has with the team, it is not
Particularly when selecting a team, necessary for the coach to have “put
coaches must be prepared to provide everything in” before the first game.
some feedback to players that are not In their plan, the coach should identify
selected, and with junior players, this when each of the various concepts will
should involve areas for the player’s be introduced, and this may include
continued development. In giving leaving some until the season has started.
feedback, the coach should avoid It is a mistake for coaches to work first
making comparisons with other players on structured offensive sets without
and should keep comments in relation ensuring that the players have the
to that particular player. necessary fundamentals to effectively
Pre-season Play execute those sets.
The length of a pre-season will vary Obviously the system and structures that
from team to team. Often it is simply the coach can have in place prior to the
the period between team selection start of the league will depend upon the
and their first game! skill and experience of the team.
A pre-season is an important time to:
• Build aerobic fitness;
• Implement a basic offensive and defensive
structure, including:

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3. Management 3.1 League coaching 3.1.1 Characteristics of league coaching

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);

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3. Management 3.1 League coaching 3.1.1 Characteristics of league coaching

• 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;

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3. Management 3.1 League coaching 3.1.1 Characteristics of league coaching

Peak Performance • Respect the differences between players


A season (including pre-season) is often some players will want to be at the club
very long and it is often difficult (if not all day, every day. Others will do the
impossible) to play to maximum potential “minimum” but equally value time away
for its entirety. Indeed, a measure of an from the club;
elite performing team is often how they • Encourage players to have interests
manage to win even when they are not outside of basketball and give them
playing well. sufficient time that they can pursue such
Obviously the team wants to be playing at interests (including family!);
its best at the end of the season, however • Give players psychological “rest” during
coaches should avoid placing too much the season. Have assistant coaches or
emphasis on it, after all the team must senior players lead some sessions (both
first qualify for the play-offs! Importantly, on and off court) and schedule adequate
part of preparing a team to “peak” for the breaks in the schedule;
finals is to expect that performance will • Incorporate “cross training” activities
vary during the season and to remember during the season, where players do
that one poor performance does not non-basketball activities. For example,
constitute a “slump”. many principles of play are similar in
Some techniques that will assist to other invasion sports (e.g. hockey, soccer)
prepare a team to “peak” at the end of and using such activities can continue to
the season are: develop the team but also give them a
• Use of objectives and measures that are “break” from the long season.
within the control of the team to evaluate Scouting Your Opponents
performance. For example, a defensive “Scouting” is simply finding out
team cannot control how well an opponent some information about an upcoming
shoots the ball, however they can control opponent. In a league, one of the most
whether or not every shot the opponent effective ways to “scout” an opponent
takes was contested. The team may is to play against them and the coach
lose, but have contested every shot, or should make notes at the end of each
conversely win, but have contested less game that can be reviewed prior to
than half of the shots. playing that opponent again.
“Confidence” is perhaps the most There are three distinct parts to
important element in determining scouting an opponent:
whether or not a team (or player) is 1. Getting information about them;
successful, and feeling “in control” 2. Deciding what your team will do in
of performance is very important view of that information;
to confidence.
3. Presenting “the scout” to your team.
• Give players physical rest during the
season, which should be done in Getting Information about
conjunction with advice from an Opponent
conditioning staff; There are many ways to get information
• Have conditioning staff work with players about a team, such as:
that are playing minimal minutes to work • Speaking to colleagues that are coaching
on all attributes of their fitness in an effort in the league and have played them;
to keep the players “match fit”; • Reviewing statistics and game results;
• Make sure that players understand the • Reports in newspapers or information
importance of “physical recover” and provided by the league (e.g. on a website);
that they undertake appropriate activities • Asking your own players – they may know
(whether on their own or as a team); some of the players from the other team
• Watching the team.

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3. Management 3.1 League coaching 3.1.1 Characteristics of league coaching

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).

Use time-outs and other breaks in play to write notes

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

DON’T Be a “fan” – simply observing and analysing the game

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3. Management 3.1 League coaching 3.1.1 Characteristics of league coaching

When scouting you must consider first, what is the team doing?
Secondly, what impact it may have upon your team? An example scouting form:

Opponent For us to consider?


Team Defence
“Man-to-Man” Defence
aggressive or passive?
pressure on the ball?
get to the “split line”?
rotate to “help the helper”?
“block out”?
double team post players?
deny passing lanes
release early to trigger fast break
guard ball screens (switch, double, through,
over or push)
guard off ball screens (switch, through,
under or over)
Zone Defence
alignment
trapping?
do they deny foul line area
do they deny short corner
are they easily screened
Press Defence
alignment
pick up point
trapping areas
trigger (free throw, time-out, score)

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”?

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3. Management 3.1 League coaching 3.1.1 Characteristics of league coaching

In relation to individual players, The coach should resist the temptation


the coach may note: to tell everything they know about the
• Which is their preferred hand? opposition (as this may overwhelm some
players) but instead, need to present as
• Are they a “shooter” or a “driver”?
little information as possible.
• Do they look to pass?
The Scout can be presented in a number
• Which direction do they prefer to drive of different ways, and the coach should
(often a right hand player may prefer to be conscious of the different learning
drive to their left) styles that their players may have.
• Do they “block out” in defensive
rebounding situations? Do they chase Presenting the Scout
offensive rebounds? With all information presented, the
coach must be careful not to scare
• Are they a screener or do they
their team, even where the coach may
receive screens?
believe that their team is unlikely to win
• Do post players turn to their left or right the game. In this situation, identifying
or face the basket? some key objectives (other than the final
Deciding What Your Team score) can be beneficial.
Will Do For example, the coach may set targets
After watching the opponent play, the for rebounds, forcing turnovers or other
coach may have some initial thoughts elements of the game. Indeed, setting
on match-ups or particular principles a goal such as to be within 4 points of
of play (e.g. playing zone defence or the opposition every 5 minutes, can
looking to isolate a particular “match be a good focus. In the game it will
up” in offence”). enable the coach to “reset” every 5
minutes, irrespective of the overall game
The level of sophistication that the
situation.
coach can use will depend upon the
experience and skill level of their team. If a goal of being “within 4 points” every
For example, the coach may have 5 minutes was achieved, the team may
observed that their upcoming opponent still lose by 30 points, however they
did not play well against a zone defence. will be able to gain confidence from
However, if their own team has not achieving the goal.
practiced a zone defence that may not Written Scout
be a strategy that they can use.
The coach may prepare notes for their
The coach’s game plan should draw players about the upcoming game
upon what they have been working on which can include information about
with their team. It may also prompt the the opposition or particular players
coach to introduce some principles and must include what their own team
of play that they were not going to do will do (including any match-ups that
until later (e.g. if an opponent plays a the coach may prefer). The level
pressing full court defence, the coach of information included will depend
may need to cover team strategies to upon the experience of the team – the
“break the press”). more experienced the team, the more
Preparing the Scout information they may want.
In a league situation, a coach will The coach may work through the report
generally have some time to prepare at a pre-practice meeting, but should
and present their “scout” to the team – not simply read the document – the
to be most effective it is recommended players can read it themselves. The
that the scout focus not on the opponent coach should give some key information
but on what the team will do. and then hand out the report, which
substantiates those key points.

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3. Management 3.1 League coaching 3.1.1 Characteristics of league coaching

Video “Walk Through”


The coach may have been able to obtain At practice, the coach can use activities
video footage of the opponent and may to practice the particular tactics
wish to show some of the tendencies that they want to employ against the
that the opponent has (either as a team opponent. In doing this, it is obviously
or particular individuals). In preparing necessary for the team to also play like
this footage the coach should make sure their opponent is likely to. However,
that they don’t make the opponent rather than spending time teaching “this
seem better. is what our opponent will do”, the coach
With experienced athletes they may should present that activity based upon
even prefer to watch the game (either “this is what we will do”.
on video or live) or part of the game A “walk through” session is most
themselves. If doing this, the coach effective if it is reinforcing concepts
should then arrange a time to have the that the team has previously practiced.
athletes talk about what they observed Introducing a new concept during a
(this can even be done at half time of walk through is unlikely to be effective,
the game). In this discussion, the coach particularly with junior athletes.
can make sure that any points that they
Scouting Your Own Team
observed are also included, but should
let the athletes do most of the talking. It can be useful for a coach to “scout”
their own team or have a colleague do it
With junior athletes though, the more
as this can provide useful information on
effective video may be of their own
the progress the team is making toward
team, showing examples of where the
their overall objectives.
team has performed the concepts that
will be required against this opponent. If the coach has an assistant coach, it
Such a video should have a balance can also be useful to arrange a practice
between successful examples and those game and let the assistant coach take
where execution was poor. the team while the coach observes
from the spectator seating. This can
Video sessions should be kept short and
provide an opportunity to give feedback
may be more effective with small groups
to the assistant coach, which can be
rather than the whole team. Even then,
good for their development. It may also
7-10 minutes would be the extent of
be that the assistant coach will make
concentration of most players.
some different decisions that the coach
Whiteboard would, which may allow the coach
The coach may simply talk to the to observe players or the team in a
team about the scout, perhaps using different situation.
a whiteboard to show any particular If getting videos of your own team, the
principles of play. Again, this should be coach should ask whoever takes the
kept short and its focus must ultimately video, not to make comments during
be on what the team is going to do, not the game (which the video often also
on their opponent. records). In replaying the video to the
team, the coach should always turn
the sound off, just in case there are
comments heard on the video that may
be upsetting to a player.

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3. Management 3.1 League coaching Follow-up

Follow-up
1. Discuss with a coach from another sport (that competes in “league play”):

a. What tactics do they want in place before the season starts;

b. Do they introduce tactics during the season;

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.

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3. Management 3.2 Team preparation for a (long) tournament play 3.2.1 Characteristics of Long Tournament Play

3.2 Team Preparation


for (Long)
Tournament Play
3.2.1 Characteristics of
Long Tournament Play
“Long Tournaments” are typically played by representative
teams, with players chosen from a range of other teams
(e.g. national teams).

“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.

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3. Management 3.2 Team preparation for a (long) tournament play 3.2.2 Long tournaments - selecting team

3.2.2 Long Tournaments -


Selecting THE Team
A team competing at a tournament is often called an
“all-star” team, however it is not simply a matter of
selecting the 10 or 12 “best” players.

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.

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3. Management 3.2 Team preparation for a (long) tournament play 3.2.3 Long tournaments - preparing the team prior to tournament

3.2.3 Long Tournaments - Preparing


the team prior to tournament
A coach will often have very limited preparation time with
a team prior to a long tournament, perhaps as little as a
few days.

During the period leading up to a Whilst social media can be an effective


tournament a player may be involved way to keep in contact it is often better
in another team or may be in an “off for the coach to regularly speak with
season” break. In either event, the them as this will help to build a rapport
coach should arrange to keep in with the player. This may also be
contact with the athletes prior to shared between the head coach and
the tournament. their assistant coaches, although many
The coach should keep in contact with players prefer to have contact with the
athletes to: head coach.

• 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.

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3. Management 3.2 Team preparation for a (long) tournament play 3.2.4 Long tournaments - scouting

3.2.4 Long Tournaments - Scouting


Scouting Opponents In most circumstances, the coach
“Scouting” an opponent in a will scout an opponent by watching
tournament is similar to scouting them play.
them in league play, but there are During a tournament, a coach may have
significant differences: less than 24 hours between knowing
• Less opportunities to scout them before who their opponent will be and the game
you play them; being played. It is not possible in this
time to prepare lengthy “scouts”,
• There is less time to prepare “the scout”
nor would the players be able to
and present it to the team;
absorb that information.
• At the start of the week, you will not
The focus of presenting the “scout”
know who you are playing at the end of
to your team should be on what your
the week – there may a number of teams
team will do. You may set specific
that it could be – do you (can you) scout
objectives that relate to what you
them all?
have observed of your opponent (e.g.
During a tournament, coaches will spend an objective for defensive rebounds,
a lot of time at the competition venue, when an opponent is a good offensive
watching possible opponents. You may rebounding team). You may also choose
be able to get video-footage of these particular tactics (e.g. play zone,
opponents. How useful that is will depend play a trapping defence) based upon
upon what resources the coach has: observation of the opponent.
• Does the coach have a TV / computer Whether or not a team will practice, or
to watch videos on? “shoot around” during the tournament is
• Does the coach have software that up to the coach (assuming that a venue
enables the video to be broken down into is available) and will be influenced
small segments? Does the software do by when games are being played and
this automatically (by “coding” the video) whether or not the players would be
or is it a manual process? better served by resting. If the team
• If games are on TV, can they be recorded? does practice, it provides an opportunity
If recorded, how is it put into a format to walk through the specific tactics
where the software can break it down? the team wants to use in the
upcoming game.
• Is there an assistant coach that can
assist or take responsibility for preparation
of the video?
• Do the coaches have time to prepare
the video? They may be able to do some,
but not all, games.

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3. Management 3.2 Team preparation for a (long) tournament play 3.2.5 Long tournaments - keeping players fresh

3.2.5 Long Tournaments -


Keeping Players Fresh
Long tournaments will be both physically and mentally
tiring for both coaches and players and the coach must
try to ensure that players are in good health at the end
of the week.

Some key considerations are to: However, when considering giving


• use physical recovery techniques during rest to players, the coach must also
the tournament; be conscious of the effect that it may
have on the team’s performance or
• ensure that players get enough rest during
“momentum” in the game. Specifically,
the week, including both getting enough
the coach should consider:
sleep as well as resting during the day.
Often choosing to go to the movies (which • rather than resting all “starters” at the
is sedentary) may be a better activity than same time, it may be better to rotate
“sightseeing, which may involve a lot players in so that some starters continue
of walking; to play;
• give the players “time off” from basketball; • “win the game and then rest” is a maxim
that many coaches follow. Even if an
• allow for the players to have time with
upcoming opponent is thought to be an
family or fans (this is particularly important
“easier” game, making large changes to
for junior teams) but not so that it distracts
the starting line-up or substitution patterns
the players;
may disrupt the team’s performance.
• provide good meals for the players, Accordingly, some coaches prefer to
keeping the food, where possible, similar establish a good lead and to then make
to what the players are used to eating; changes to substitution patterns;
• only train when necessary (or if the • margins of victory can determine placings
players prefer to train) and to keep later in the tournament where teams
sessions short with minimal physical are otherwise tied on “win-loss” ratio.
and psychological load. Accordingly, the coach must make sure
Coaches should also consider the that they understand the tournament rules
amount of time that players are involved and do not compromise their final placing
in games and to provide rest, where by having a reduced winning margin
possible, for the players that are playing (or losing a game) when changing
the most time. For example, when substitution patterns.
winning by a large margin the coach
may rest some of the “starters”. In
addition to giving players physical rest,
the coach may also want to give all
players in the team some court time,
so that if they are called upon to play
(e.g. due to foul trouble or injury of other
players) they will have some confidence
on court.

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3. Management 3.2 Team preparation for a (long) tournament play 3.2.6 Long tournaments - coaching staff

3.2.6 Long Tournaments -


Coaching Staff
Selecting assistant coaches Once a decision has been made, the
and support staff coaches must be consistent in how that
Hopefully the coach will, at the very is communicated to the players, even if
least, have input into who is appointed the assistant coach had disagreed in the
as assistant coach for the team as well private conversations with the coach.
as team managers and other support The coach should designate specific
staff (e.g. physiotherapist). roles for the assistant coach to perform
Overall, the coach should look for an in games, at practice and throughout
assistant coach that complements their the preparation for the tournament and
own strengths and weaknesses and the period of the tournament itself.
broadens the skill set of the coaching This should include the assistant
staff. For example, coach Phil Jackson coach having a role “on court” during
utilized Tex Winter’s experience and the preparation period and at practices
knowledge of the “triangle offence” as this is important for them to build a
with both the Chicago Bulls and Los rapport with, and the trust of, players.
Angeles Lakers. Similarly, the roles given to the assistant
It serves little purpose to have an coach in the game must be meaningful
assistant coach that will simply – if the assistant is to keep a record
agree with everything that the coach of certain statistics then the coaches
proposes. The assistant coach must ought to review those statistics and,
be prepared to provide feedback and when appropriate, provide feedback to
comments to the coach that may offer the players drawn from the statistics.
a different perspective or to suggest
a different course of action.

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3. Management 3.2 Team preparation for a (long) tournament play 3.2.7 Long tournaments - organising the off court

3.2.7 Long Tournaments -


Organising the OFF-COURT
Understanding the Relationship with Officials
Tournament Rules During the tournament it is likely that teams
The coach must understand the rules of will have the same referee officiate their
the tournament, particularly if they vary game on a number of occasions. Coaches
the game rules (e.g. limit the number of should strive to have excellent relationships
time-outs that can be called). with all referees. This starts with speaking
Other rules the coach needs with them before each game.
to understand: There is no “magic” secret to having a good
• When teams are tied, how is their relationship with referees – it is simply a
placing determined; matter of treating them with respect. Ask
them how the tournament is going for them
• Which team wears “light” and which team
– engage them in a short conversation. Ask
wears “dark” uniforms in a given game;
what trends they are seeing, they may have
• Which changing room the team uses? even officiated your opponent. The more
In regards to teams that are tied, a coach builds a rapport with referees, the
the placings are usually determined by: easier it is to raise an issue if that needs to
• If two teams are tied – whichever team be done.
won the game that they played against Each player should shake hands with the
each other; referees at the end of the game and do so
• If three or more teams are tied – sincerely and consistently. No coach would
Points Difference, but only for the games like to have players swear or yell at them,
involving the teams that are tied. and nor should they accept a player yelling
at a referee (and the coach must not either).
Accordingly, coaches may be conscious
in a game of the significance of a Setting Objectives
potential “points difference” however In a tournament, there is little time between
it is paramount, and FIBA expects one game and the next and there may be
that all teams will play within the Spirit emotional “highs” and “lows” that need to
of the Game. be forgotten and the next game to be the
There are a number of things that the focus. By setting specific objectives for each
coach must consider in preparing for game, the coach help the players to remain
each game in the tournament: focused on the next game.
• “Scouting Opponents” (discussed earlier); The objectives may be consistent throughout
the week (e.g. keep opponents to less than
• Relationship with the Referees;
10 offensive rebounds) or they may be
• Setting Objectives; specific to that game, and that opponent.
• “Player Satisfied” Index; These objectives provide the foundation
• Keeping Yourself Well; to evaluate performance in the game and
• Delegate Responsibility. this can be important to “forgetting” an
exceptionally good or bad performance
earlier in the week.

COACHES MANUAL 257


3. Management 3.2 Team preparation for a (long) tournament play 3.2.7 Long tournaments - organising the off court

“Player Satisfaction” Index Delegate Responsibility


This is not an actual index, however another No coach can do everything and no coach
aspect during a tournament is keeping should try to do everything. The coach
players “happy”. Players may be unhappy must be prepared to delegate some tasks to
with the amount of court time (particularly if others within the team (e.g. assistant coach
they are used to playing more minutes than or team manager), not only because it will
they are at the tournament) or they may be provide the coach with more time to focus
unhappy with their performance. on the performance of the team, but also
By setting objectives for the team and because it will help to “engage” the others
for each player, the coach may be able to in the team.
demonstrate to a player that they are having If the coach tries to do everything, the others
“success” and, often more importantly, that in the team may feel as though the coach
they have an important role in the overall does not trust them or they may feel that
performance of the team. their role is unimportant and that there is
A coach may not be able to make the player little point in them being involved.
“happy”, and this is part of the mindset that When delegating responsibility the coach
an elite athlete needs to develop. Players must:
need to be able to “move on” quickly from • Set clearly any parameters they have
disappointments and should learn not to about how the task is done;
judge their “worth” based purely on court
• Advise when they want or expect the
time. The coach’s aim is for each player
task to be completed, including any
to be “satisfied” – satisfied that they
report or feedback that they require;
understand their role on the team and
satisfied that they are performing that role. •y “please” when delegating the task
and “thank you” once it is done.
“Court time” is affected by a number of
factors – including foul trouble, “mis- • Most importantly, let the person do
matches” with opponents, team tactics the task!
employed etc. The need to develop this For example, the coach may delegate to
mindset is not limited to tournament the team manager the responsibility for
play, it applies to all forms of the game. providing team meals. The coach may
However, the compressed timeframes provide the manager with their pre-game
of tournaments, may highlight issues. and daily routine (e.g. how long before
However, it is pertinent for coaches to recall games they want to eat, what time players
that “all players will be treated fairly, but not are to be in bed). The coach should then not
necessarily equally” . need to make decisions regarding where the
team eats or what they have for dinner.
Keeping Well
Coaches often plan for tournaments in
minute detail, develop intricate game plans
and yet forget one of the most important
factors – their own welfare!
Coaches need to ensure that they get enough
sleep during a tournament and that they have
some rest during the tournament – no coach
can be “on” the whole time. Coaches also
need to ensure that they eat well, which can
be challenging when they spend a lot of time
at the competition venues. However, it is just
as important for a coach to eat well as it is for
players to do so.

COACHES MANUAL 258


3. Management 3.2 Team preparation for a (long) tournament play Follow-up

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?

4. Discuss with a coaching colleague who has coached at a tournament:

a. If they trained during the tournament;

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.

COACHES MANUAL 259


3. Management Notes

COACHES MANUAL 260


Level 3

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

4.2 Efficiency analysis


4.2.1 Assessing team efficiency 273
Follow-up 275

COACHES MANUAL 262


4. Game coaching 4.1 Finishing the game 4.1.1 Defending a lead

4.1 Finishing the Game


4.1.1 Defending a Lead
Defending a lead • At half time of the scrimmage, the
Having the lead with a few minutes defensive team should have a lead – as
left in the game is what every team they scored on every possession! Teams
aims to do. In many games the offensive switch in the second half, so that the team
team will seem to have a comfortable lead that was on offence is now on defence.
and the game will finish relatively quickly. • Pressure is placed on the new offensive
However, as anyone that has seen the team (who most probably have a lead)
video of Reggie Miller scoring 8 points because they know that every time the
for the Indiana Pacers in 9 seconds defensive team have the ball they
of play against the New York Knicks7 will score.
knows the game is not over until the As important as “shot selection” is,
final siren sounds. there are a number of other things
Many teams seemingly find it difficult which the coach should consider when
to defend a lead when their opponent preparing their team (and also coaching
starts to catch up. during a game) for preparing to defend
a lead.
At its simplest “defending a lead” is just
continuing to do whatever it was that The importance of
got the lead! Obviously, the opponent Free Throws
can only get back into the game if they Commonly, a team that is down will
are able to outscore the opponent. This foul their opponent so that little time is
places maximum importance on both taken before the team that is down next
teams getting the best shot opportunity get a possession. If the team that is
that they can each possession. An fouled makes the resulting free throws,
excellent activity to practice this is the it is harder for the team that is down to
Two Halves Scrimmage: catch up.
• Designate two teams (3x3, 4x4 or 5x5) Teams need to practice free throws
who will play against each other for two every practice and need to do so under
periods (e.g. 3-5 minutes each half). They “game-like” pressure, such as:
play in the half court and the coach can
stipulate any particular “rules” in order to • Taking free throws when tired
change the emphasis of the drill; (e.g. after running);

• 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.

COACHES MANUAL 263


4. Game coaching 4.1 Finishing the game 4.1.1 Defending a lead

• Shooting while there are distractions (e.g. Focus on Defence


playing loud music, allowing players to yell Once a lead has been established
and try to distract the shooter) if the team that is leading stops the
Coaches should also be conscious of opponent from scoring again, they will
who are the better free throw shooters in win. As simple as it is, this should not be
the team and look to get the ball into their overlooked. A number of the strategies
hands so that it is more likely to be them discussed here for defending a lead
that is fouled and has the free throws. relate to offence, but great defence
can be the most effective way to defend
Resting Players
the lead!
Once a team has established a lead
it is often an opportunity to rest some This does not mean that teams in junior
starters and to give more court time to basketball that have a lead, particularly
players that do not usually play as much. a substantial lead of 20 or more points,
This can be particularly important should continue to play “high pressure”
during a tournament in order to give defence for the whole game. Once a
key players a rest and it is also for the lead is established, junior teams should
development of the other players. revert to a half court defence, but it does
not have to be a passive defence.
However, the danger is that the
Coaches can give players goals that are
opponent may “catch up” whilst the
based on good defence, such as:
substitutes are on and then that team
has the momentum even when the • Containing the dribbler;
starters come back into the game. • Intercepting passes;
Some coaches avoid any problems • Denying the ball getting into the key
by not changing their substitution (either by dribble, pass or rebound);
pattern. This is not the recommended • Stopping shots being taken from
approach as it will both increase fatigue particular areas (e.g. low post, corners).
of the “starters” and is also a missed • Forcing 24 second violations by the
opportunity to develop the other players. opponent or 5 second violations by an
The development of all players on the individual player
team must be a key focus for any coach The coach should then give specific
of a junior team. Whilst the coach may feedback on these goals, if possible
plan to use only 6 or 7 players, injury or having an assistant coach keep
some statistics to demonstrate
foul trouble often require other players
success. Sometimes the coach may
to play.
give a particular goal (e.g. “let’s get
The preferred approach is to rotate 5 possessions where they don’t get
substitutes in with starters. By the ball into the key”) but equally just
all means, once a lead has been keeping track (e.g. knowing how many
established use the opportunity to give times a defender stopped dribble
substitutes more court time but keep 1 penetration without needing help)
or 2 “starters” on at the same time. can be worthwhile.

COACHES MANUAL 264


4. Game coaching 4.1 Finishing the game 4.1.1 Defending a lead

More Patient Offence At other times, the change may have


Some coaches will ask a team to be come about because the defensive team
more patient in their offence – perhaps has adjusted to what the team with the
not taking a shot from outside the lead was doing (e.g. the defence may
keyway unless it has first penetrated have started to “double-team” a post
into the keyway (either by dribble or player or play zone instead of man to
pass to a post player). The reason for man). In this circumstance, the coach
this is because the quicker a shot is should acknowledge what change has
taken the more time that the opponent occurred defensively and then make any
has for their “come back”. necessary changes to their offence.
If this is different to how the team
usually plays, the instruction can be
Practice “Time and Score”
misunderstood or misinterpreted by situations
players. The coach should therefore Similar to the “Two Halves Scrimmage”
make sure that the team has practiced discussed above, practicing various
whatever “slow down” rules they want situations (e.g. having a lead of 5, being
to have in place. down by 10) will give teams confidence
that they can successfully “defend
Particularly for junior players, it can
the lead”.
be hard to understand that the same
shot (e.g. 3 point attempt from corner) In doing this the coach may also be able
can be either a good option (e.g. after to institute some “rules” so that in a
“penetration and pitch”) or a bad option game they do not need to call a time-out
(within 5 seconds of offence starting, to implement a specific strategy (for
without any rebounders in place). example, if a team has three possessions
without scoring, the next position might
To avoid such confusion, coaches
run a specific play). This is particularly
should define “good” and “bad” not
difficult for a team to scout.
by reference to the shot itself (e.g.
3 point attempt) but by reference to In practicing “time and score” type
the “process” factors (e.g. “after ball situations, the coach should consider
reversal”, “after post touch”). dividing their squad evenly, not playing the
starting 5 against substitutes. The coach
Keep doing what got the lead! could also consider using 5x7 to really
This approach may at times conflict with increase the pressure on their team.
wanting a more “patient” offence and if
a team is playing a fast tempo game they Slowing Tempo
need to realise that continuing to play Where a team is trying to catch up they
at that tempo increases the number of will often increase the tempo of the
possessions that an opponent has. game, for example by playing full court
Often when an opponent mounts a “come defence or taking shots more quickly
back” the team that had the lead loses than they may usually do.
confidence and this can have the impact The team with the lead may deliberately
of making them play worse, giving more attempt to slow the tempo, having
momentum to the “come back”. players take a “5 second” or “8 second”
Often the “come back” is the result of violation rather than throwing a bad
the team with the lead changing what pass that could be intercepted. Walking
it is doing offensively (e.g. taking more the ball up the court, instead of quick
shots from the perimeter), particularly if transition (if the defensive team allow
different players are on the floor. In this it) also slows the tempo, although the
circumstance the coach needs to re- offensive team need to ensure that they
focus the team to what was working. allow sufficient time to get a good shot.

COACHES MANUAL 265


4. Game coaching 4.1 Finishing the game 4.1.1 Defending a lead

Don’t let them steal seconds This is simply avoided by having a


A common tactic used by teams trying defender up court so that the pass needs
to catch up, is to make an inbound pass to be caught immediately and dribbled up
and let it bounce a number of times court, with the shot clock running!
before picking it up – the reason for this
being that the game clock does not start
until a player in court touches the ball.
Whilst this may not seem to make much
difference, a team can easily “save” 2 to
3 seconds on a possession, which is 8 -
12% of a 24 second shot clock!

4 4

1 x1
1

Allowing a team to “steal” seconds. Having a defender up court prevents this.

COACHES MANUAL 266


4. Game coaching 4.1 Finishing the game 4.1.2 Catching up - reducing an opponents lead

4.1.2 Catching Up - reducing an


opponent’s lead
“Catching up” Quicken the Tempo
No team wants to fall behind, however The clock is the enemy of a team that
basketball is a fast moving and fast is behind. Accordingly, if that team can
scoring game so that relatively large speed up the game, it gives them more
leads can be overturned. It’s very scoring opportunities. The tempo can
important for a team to have the be increased by:
confidence that they can make up • Introducing full court defence or a
the deficit. Coaches can build that high pressure defence;
confidence by:
• Quick inbounds pass and look to push the
• Practicing “time and score” scenarios ball up the court as quickly as possible.
so that they have done it at practice; There may be a particular guard that does
• Evaluate performance by reference to this better than others on the team or it
“process” objectives, not just the score. might be putting two guards on the floor
For example, the team may have been so that if one is defended the other can get
successfully trapping the low post, the ball;
or getting shots inside the key • Some teams will have a specific play
(even if they were missed). structure that is used to create a quick
Some specific factors that coaches tempo (e.g. early dribble penetration off
should consider in preparing the team a ball screen or after a ball reversal);
for situations where they have to • “Going small” – having five players on
“catch up” in a game are: the floor that run the floor well;
• Running “quick hitters” early in the team’s
offence – for example screening action to
get specific shots. These may be specific
plays that the coach has or may be a
particular option within their usual
offensive structure.
There are many examples of “quick
hitters” and coaches should choose
what they want to use based upon what
is suitable for the players in their team.
Some examples follow:

COACHES MANUAL 267


4. Game coaching 4.1 Finishing the game 4.1.2 Catching up - reducing an opponents lead

“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

Low Post Isolation


Offence starts in a “4 High” alignment. 3 screens for 4 to cut to the wing and then
screens for 5. The screens must be placed relative to where the defender is.

2 5 4 3 5 cuts to the low post.

Double for Shooter


2 1 dribble entries to the wing, as 2 cuts off double screen from 5 and 4. 1 looks to pass
3
to 2 for a shot. This screen could also be set as an “Elevator” screen, where 2 cuts
between 5 and 4.
5 4
Alternatively, 1 can penetrate to the basket and then pass to 3 in the corner
or pass to inside players.
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

COACHES MANUAL 268


4. Game coaching 4.1 Finishing the game 4.1.2 Catching up - reducing an opponents lead

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

Offence should react to defence:

3 • If 4’s defender helps defend 2’s cut, 4 dives to the basket

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

COACHES MANUAL 269


4. Game coaching 4.1 Finishing the game 4.1.2 Catching up - reducing an opponents lead

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.

COACHES MANUAL 270


4. Game coaching 4.1 Finishing the game 4.1.2 Catching up - reducing an opponents lead

Put the Opponent on Perimeter shooters rarely get fouled,


the free throw line so for a team to get to the free throw
line, they need to penetrate the ball. The
This is perhaps the most commonly seen
other advantage of penetrating the ball
tactic (and is really a defensive tactic) and
is that this can also create good scoring
is also the most misunderstood. Often
opportunities on a pass back out to
teams that are trying to catch up will foul
the perimeter.
their opponent to give their opponent foul
shots. The benefit of this is: Attack the Opponent’s
• Very little time comes off the game clock; “Weakest Link”
• The opponent may miss one or both shots. What is an opponent’s “weakest link”
The tactic is most appropriate when the will be relative to the strengths of each
score is quite close, there is less than team. It may be a particular “mis-match”
2 minutes left or an opponent is a poor between players (e.g. a defender may be
foul shooting team. Professional teams slower and unable to defend a player on
usually shoot between 70-80% and within the perimeter) or it may be a player that is
the team some players will be better in foul trouble or is prone to fouling.
than others. The role of the coach is to identify where
their team has a relative strength and to
Intercept the Pass attack that.
Another defensive tactic (that is included
here because it can help to create a fast Rebound the Ball
break) arises because the defensive Former USA and NBA coach Chuck
team has an advantage when their Daly famously said “No rebounds, no
opponent is inbounding the ball from either [championship] rings”, referring to the
the baseline or sideline – the defensive importance of rebounding to the success
team have 5 players defending 4. of any team. The nature of basketball is
Accordingly, players should be instructed that possession can be equal. One team
to attempt to intercept the pass, rather has possession, shoots and then the
than simply fouling as soon as the pass other team has possession. If the game
is made. goes according to this fashion, both
teams will have approximately the
If teams are looking to foul straight away, same number of possessions.
they need to be conscious that it may be
called as a technical foul (which means What disrupts this is offensive rebounds
the opponent gets one free throw and – gaining an additional possession
the ball back) if fouling players before the without allowing your opponent to have
pass is thrown in. a possession. Accordingly, a team that is
trying to catch up can help their cause by:
Get to the free throw line. • Limiting the team that is in front to one shot
Scoring while the game clock is stopped every possession;
can be effective to help a team catch • Gaining as many offensive rebounds
up. Accordingly, getting to the foul line is as possible.
an important tactic, which is often best
done by penetrating the ball into the key To gain offensive rebounds, teams may
(either off the dribble or passing into a have an additional player contest the
rebound. The risk is that the opponent
post player).
will still get the rebound and will be
Make 3 point plays successful in transition, however without
Many teams trying to catch up resort taking some risk the team that is behind
to attempting 3 point shots and, if they is very unlikely to make up the deficit.
make them, may catch up, but if they
miss them it can simply make the deficit
greater. Teams should not overlook the
3 point play that can be made by making
a basket and making an additional free
throw when fouled.

COACHES MANUAL 271


4. Game coaching 4.1 Finishing the game Follow-up

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.

COACHES MANUAL 272


4. Game coaching 4.2 Efficiency analysis 4.2.1 Assessing team efficiency

4.2 Efficiency Analysis


4.2.1 Assessing Team Efficiency
It is important that the coach evaluates the performance
of the team and also the effectiveness of the particular
strategies and tactics that they have put in place.

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.

COACHES MANUAL 273


4. Game coaching 4.2 Efficiency analysis 4.2.1 Assessing team efficiency

Measuring Statistical Basketball is a game of alternating


Effectiveness possession, which is only distorted
Depending upon the level of by offensive rebounds (where a team
competition, statistics may be taken and gets two possessions in a row, without
these may also be available during the their opponent having a possession).
game. These allow the coach to see It is often more meaningful to assess
individual and team performance performance “per possession”, rather
in points, rebounds, assists, steals, than just as an absolute number. For
and turnovers. example, the points scored from one
game to another may vary widely
The coach can quickly conduct
(depending upon the tempo at which
other comparisons:
the games were played), however the
• How well a team is rebounding defensively “points per possession” is a good
using the following equation, which measure of effectiveness.
identifies how many of the total rebounds
In most competitions, scoring 1 or
at the defensive end they have taken:
more “points per possession” is a good
Team Def Rebs / (Team Def Rebs performance. Equally “points conceded
+ Opponents Off Rebs) per possession” is also important.
• “Ball Control” using the following “Points per possession” is often
equation, which gives an indication of how provided in computerised statistics,
often the team has turned over the ball. however it can also be estimated by:
Turnovers / (Field Goals Attempted Points per possession =
+ Turnovers) Total Points / (Field Goals Attempted
• “Shooting Efficiency” can be calculated + Turnovers)
with the following equation, which adjusts Points conceded per possession =
for the impact of a 3 point shot: Opponent’s Total Points / (Opponent’s FGA +
(Field Goals Made + (0.5 x 3Points Made)) Opponent’s Turnovers)
/ Field Goals Attempted Similarly, when comparing the
• “Tempo” of the game can be estimated by performance of players adjusting
the following equation and coaches should statistics to give a “per minute played”
know the tempo they wish to play at. For analysis may be useful.
example, in a 40 minute game if one shot The efficiency of players is sometimes
was taken every 24 seconds (and there evaluated by using a Points Adjusted
were no turnovers), there would be Win Score (PAWS), which is:
100 possessions: ((Points + Steals + (0.5 x Assists) + (0.5 x
Total Possessions = Total Field Goals Blocks) – Field Goals Attempted – Turnovers
Attempted + Total Turnovers – (0.5 x Free Throws Attempted) – (0.5 x
• Free Throw Conversion is calculated Personal Fouls)) / minutes played) * 48 19
simply as Free Throws Made / Free In the NBA, the league average player
Throws Attempted. has a PAWS score of 0. Anything above
• Compare direct player “match-ups”. For zero is an above average performance
example, the coach may have assigned a and equally below zero is a below
defender to particularly restrict the number average performer.
of shots taken by an opponent and this can Whilst statistics can be meaningful
be assessed. they can equally be misleading.
What is most important is that the
coach develops some method for
evaluating performance.

19 48 is used for NBA games, where 12 minute quarters


are played. Use 40 in FIBA games.

COACHES MANUAL 274


4. Game coaching 4.2 Efficiency analysis Follow-up

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.

3. How do you get the data you want to assess effectiveness?

COACHES MANUAL 275


4. Game coaching Notes

COACHES MANUAL 276


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COACHES MANUAL © 2016, FIBA-WABC. 277
COACHES MANUAL 278

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