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- 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
- [:en]2.1.10 Creating a Positive Environment[:es]2.1.10 Creación de un entorno positivo[:fr]2.1.10 Créer un environnement positif[:]
- 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
2.1.10 Creating a Positive Environment
Coaches should have a constructive attitude when leading practice sessions. The role of the coach is not to harshly reprimand the players when they do something wrong, nor should they be in a bad mood, and they certainly should not insult players, make fun of them or ridicule them.
A coach must take a positive and constructive attitude when coaching young players. To do this a coach should:
- create a pleasant environment in which attractive and achievable challenges and positive comments predominate;
- accept the fact that the players’ mistakes are a part of their training and that, there will always be mistakes;
- understand that each young player learns at their own pace, and the coach must help each one, respecting that pace, without underestimating those who learn more slowly or with greater difficulty. It is also important to recognize the various methods of learning and to present information in different ways to cater for different learning styles;
- always have a realistic perspective concerning what they can and should require of the players;
- appreciate and emphasize the efforts made by the players more than the results obtained. If the players try, and the coach controls the training process, sooner or later they will see an improvement;
- focus on what the players are doing right and what you want them to do, not on what they may be doing wrong;
- be patient when things do not turn out as expected and encourage the players to try again.
A key factor in developing a positive environment is not to dwell or focus on what the players cannot do and instead to focus on what they can do.
This includes acknowledging improvement when it occurs, even if an ultimate goal has still not been achieved.
An example of this is a coach working with players to get them to “look up” when dribbling in order to see team mates so that they can pass the ball. Anyone who has observed young basketballers will know their tendency to dribble, dribble, and dribble!
Where a player does look up and attempt a pass, it should be acknowledged by the coach – even if the pass was unsuccessful.
Parents can also play a key role in the development of a positive environment. Parents will not necessarily have played basketball and indeed may know very little about basketball.
For these parents it is natural to evaluate “success” as whether or not the team won, or the basket was scored.
Coaches should keep parents informed about the skills that the team is practicing, so that the parents can share the enjoyment when there is improvement in a particular skill.