- 2.1.1 Planning Practice - Introduction
- 2.1.2 Planning Practice - Setting goals
- 2.1.3 Planning Practice - Stages of a practice session
- 2.1.4 Planning Practice - Planning appropriate activities
- 2.1.5 Planning Practice - Duration of activities
- 2.1.6 Planning Practice - Using stations and group work
- 2.1.7 Planning Practice-Managing Physical and Psychological Load
- 2.1.8 Planning Practice-adding complexity
- 2.1.9 Review-Reflecting on practice
- 2.1.10 Creating a Positive Environment
- 2.1.11 Providing a Safe Environment
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- 2.2.1 Learning styles
- 2.2.2 The stages of learning
- [:en]2.2.3 The Impact of the coach’s Learning Style[:es]2.2.3 El impacto del estilo de aprendizaje del entrenador[:fr]2.2.3. L’impact du style d’apprentissage de l’entraîneur[:]
- 2.2.4 The Importance of Key / Cue Words
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- 2.3.1 Communicating with Athletes - Listen More, Speak Less
- 2.3.2 “Coaching on the Run” Technique
- 2.3.3 Providing Feedback
- 2.3.4 Changing behaviour with feedback
- 2.3.5 Conducting the Session - Organizing Players into Groups
- 2.3.6 Conducting the Session - Introduce the Activity
- 2.3.7 Conducting the Session - Observe and Give Feedback
- 2.3.8 Adaptive Coaching - Changing Activities to be more effective
- 2.3.9 Adaptive Coaching - Coaching Athletes of Varying Abilities
- 2.3.10 Adaptive Coaching - Including Athletes with a Disability
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- 3.2.1 Productive and reproductive approaches to coaching
- 3.2.2 Different approaches according to age of athlete
- 3.2.3 LTAD - making fun a focus
- 3.2.4 Games-based approach to coaching
- 3.2.5 Differing coaching styles to coaching
- 3.2.6 Communication styles
- 3.2.7 Holistic development - “athlete-centred” approach
- 3.2.8 Holistic development - teaching non-basketball skills
- 3.2.9 Holistic development - developing mindset and resilience
- 3.2.10 Holistic development - developing self confidence
- 3.2.11 Holistic development - developing self control
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- 2.7.1 Basic shooting - introduction
- 2.7.2 Basic shooting - teaching lay-up footwork
- 2.7.3 Basic shooting - foundation for the shot - balanced stance
- 2.7.4 Basic shooting - grip on the ball
- 2.7.5 Basic shooting - "top of the shot" - releasing the ball
- 2.7.6 Basic shooting - shooting off the dribble
- 2.7.7 Basic shooting - jump shot
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- 2.8.1 The importance of the first step
- 2.8.2 Getting post position
- 2.8.3 Drop step
- 2.8.4 Drop step - counter move
- 2.8.5 Basics of perimeter offence
- 2.8.6 Drive fake moves
- 2.8.7 Shot fake moves
- 2.8.8 Catch and shoot
- 2.8.9 Penetrating off the dribble
- 2.8.10 Activities to practice offence in low post
- 2.8.11 Activities to practice perimeter offence
- [:en]Follow-Up[:es]Seguimiento[:fr]Approfondir[:]
- 1.1.1 Matching up - basic principle of man to man defence
- 1.1.2 Distance from opponent
- 1.1.3 Defending one pass away
- 1.1.4 Flat triangle position
- 1.1.5 Stance - denial or open
- 1.1.6 Moving on the pass
- 1.1.7 Help defence - split line defence
- 1.1.8 Help defence - help to defend dribble penetration
- 1.1.9 Help defence - helping the helper / defensive rotation
- 1.1.10 Defensive communication
- 1.1.11 Transition defence
- 1.1.12 Full court man to man defence
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- 1.2.1 Defending off ball screens – “lock and trail”
- 1.2.2 Defending off ball screens – “under”
- 1.2.3 Defending off ball screens – “through”
- 1.2.4 Defending off ball screens – “switch”
- 1.2.5 Defending on ball screens – “under”
- 1.2.6 Defending on ball screens – “over”
- 1.2.7 Defending on ball screens – “through”
- 1.2.8 Defending off ball screens – “switch”
- 1.2.9 Defending on ball screens – “double”
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- 2.1.1. Motion offence - 5 out - dribble entry - hand-off
- 2.1.2 Motion Offence - 5 Out - Replacing the Cutter
- 2.1.3 Motion Offence - 5 Out - Purposeful movement - timing and spacing
- 2.1.4 Motion Offence - 5 Out - Ball Reversal
- 2.1.5 Motion Offence - 5 Out - Dribble Penetration - Receivers’ Principles
- 2.1.6 Motion Offence - 5 Out - Dribble Entry
- 2.1.7 Introducing Screens - 5 Out - Pass and Screen Away
- 2.1.8 Scrimmage Activity
- 2.1.9 Allowing Creativity in Decision Making
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- 2.2.1 Off Ball Screens - Role of Screener - Setting the Screen
- 2.2.2 Off Ball Screens - Basic Cuts of Screen - Straight Cut
- 2.2.3 Off Ball Screens - Basic Cuts of Screen - Curl Cut
- 2.2.4 Off Ball Screens - Basic Cuts of Screen - Back Cut
- 2.2.5 Off Ball Screens - Basic Cuts of Screen - Flare Cut
- 2.2.6 Off Ball Screens - Role of Screener – Pop or Roll
- 2.2.7 Off Ball Screens - Down screens
- 2.2.8 Off Ball Screens - Up screens
- 2.2.9 Off Ball Screens - Back screens
- 2.2.10 On Ball Screens - Dribbler Options
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- 2.3.1 Basic Fast Break - Starting the Break
- 2.3.2 Basic Fast Break - Running Wide Lanes
- 2.3.3 Basic Fast Break - Pass the Ball Ahead
- 2.3.4 Basic Fast Break - 2v1 Fast Break
- 2.3.5 Basic Fast Break - 3v2 Fast Break
- 2.3.6 Basic Fast Break - Moving into Offence
- 2.3.7 Activities to Practice Fast Break Principles
- [:en]Follow up[:es]Seguimiento[:fr]Approfondir[:]
Level 1
2.2.3 The Impact of the coach’s Learning Style
A coach should take the time to understand their own preferred learning style because it is likely that it directly impacts how they will teach. Most coach’s will teach skills and tactics:
- In the way they were taught the skill/ tactic; and/or
- In a manner that suits their own learning style.
Having an understanding of their own preferred learning style will help coaches to better understand the possible causes of “disconnect” with their athletes (the coach should reflect upon situations where they have found learning difficult) and the need to cater for the range of learning styles that is likely to exist.
What is your learning style?
1. |
You are about to give directions to a person on how to get to your house. Would you: |
V |
draw a map on paper |
R |
write down the directions (without a map) |
A |
tell them the directions |
K |
go and get them in your car |
2. |
You are visiting a friend and have a rental car. |
V |
draw you a map |
R |
write down the directions (without a map) |
A |
tell you the directions |
K |
pick you up |
3. |
You have just booked tickets to see the Basketball World Cup, which your friend would be interested to know about. Would you: |
a |
call them immediately and tell them about it |
R |
send them a copy of your printed itinerary |
v |
show them a map of where you are going |
4. |
You are going to cook a dessert as a special treat. |
k |
cook something familiar that you don’t need instructions |
v |
thumb through a cookbook for ideas from the pictures |
r |
refer to a specific cookbook where there is a good recipe |
a |
ask others for advice |
5. |
You have been assigned to tell a small group about famous sites in your city. Would you: |
k |
take them to the various sites |
v |
show slides and photographs of the various sites |
r |
give them a book that includes the various sites |
a |
give them a talk on the sites |
6. |
You are about to buy a new camera. Other than price, what would most influence your decision? |
a |
a friend talking about it |
k |
trying it out |
r |
reading the details about it |
v |
its distinctive appearance |
7. |
Which game do you prefer |
a |
Pictionary |
R |
Scrabble |
k |
Charades |
8. |
You are about to learn how to use a new computer programme. Would you: |
k |
ask a friend to show you |
R |
read the manual |
A |
telephone a friend and ask questions about it |
v |
watch a “how to” video on YouTube |
9. |
You are not sure whether a word should be spelt “dependent” or “dependant”. Do you? |
r |
look it up in the dictionary |
v |
see the word in your mind & choose the best way it looks |
A |
sound it out |
K |
write down both versions |
10. |
Apart from price, what would most influence your decision to buy a particular book about coaching? |
k |
using a friend’s copy |
R |
skim-reading part of it |
A |
a friend talking about it |
K |
it looks OK |
Whichever letter you have circled most is indicative of your preferred learning style. It is possible to have more than one preferred learning style, which would be indicated by two letters being about equal.