en
es
fr
zh- 1.1.1 Being a Role Model
- [:en]1.1.2 Being part of “The System”[:es]1.1.2 Ser parte del “sistema”[:fr]1.1.2 Faire partie du « système »[:]
- 1.1.3 Getting Support for Your Program
- 1.1.4 Having the Right Attitude
- 1.1.5 Understanding the Motivations of Players
- [:en]Follow Up[:es]Seguimiento[:fr]Approfondir[:]
- 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
- [:en]Follow Up[:es]Seguimiento[:fr]Approfondir[:]
- 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
- [:en]Follow Up[:es]Seguimiento[:fr]Approfondir[:]
- 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
- [:en]Follow Up[:es]Seguimiento[:fr]Approfondir[:]
- 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
- [:en]Follow up[:es]Seguimiento[:fr]Approfondir[:]
- 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
- [:en]Follow up[:es]Seguimiento[:fr]Approfondir[:]
- 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”
- [:en]Follow up[:es]Seguimiento[:fr]Approfondir[:]
- 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
- [:en]Follow up[:es]Seguimiento[:fr]Approfondir[:]
- 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
- [:en]Follow up[:es]Seguimiento[:fr]Approfondir[:]
- 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
1.1.2 Being part of “The System”
Even if the coach is not interested in participating in regional or national development programs, they should find out what is available so that they can make players aware of it. Making contact with the organisers of regional or national development programs can be very useful for all coaches and, in particular, might make resources available to the coach.
Keeping the perspective on the Athletes
The performance of coaches is often summarized by reference to their “win-loss” ratio as if they alone were responsible for those results. This is undesirable.
Unfortunately, some junior coaches merely attempt to maximize wins, often at the expense of long term development. Playing the “best” players may win games in a given season, however the coach’s performance is more accurately assessed by the progression each athlete, and the team, makes throughout the season.
Actively participate in the “system”
Coaches should consider participating in the development system within their region as this will be good for their own development and will enable them to better understand the requirements such programs place on athletes in their own teams.
Time is obviously limited, but even if the coach cannot regularly attend sessions, speaking with players and other coaches is also useful to gain an understanding of these development programs.
Don’t Wait to be Asked
Sometimes, coaches may be asked to participate in regional development programs and this may be based upon their performance within their club team, or a coaching colleague may have recommended them.
However, coaches that are interested in participating in regional development programs, or simply want to know more about them, should be pro-active in making contact with coaches within those programs either to find out more, observe or perhaps actively participate.
Supporting “the System”
Often a good way to connect with development programs is to make contact and ask if there are ways that you can support the program. If you have players from your team that are in the development program, ask if there is anything in particular they would like you to work on with those players?
For example, often within a local competition a player may play in one position (e.g. Centre) but at higher levels of the sport they may be required to play in a different position (e.g. Forward). All coaches should introduce every player to each playing position, and specifically they may be able to support a development program by providing opportunities to emphasise what is being done in that program.