Activities with a simple structure (e.g. where players move) also help the players to concentrate better on the goal and the contents of the activity. Activities with a complex structure, on the other hand, force the players to devote attention to adapting to the structure, rather than concentrating on the key aspects.

In complex activities, coaches often provide feedback, mostly about the structure of the activity (e.g. where players move after passing the ball) instead of concentrating on the teaching points that the activity is meant to emphasise.

The coach can vary the difficulty of an activity by introducing rules for the players to follow, which focus on the teaching points.

For example, if the aim of an activity is for the players to dribble using their non- preferred hand the coach may use a half- court 3 on 3 game where the sole goal is to dribble with the non-preferred hand. If a player dribbles with their preferred hand their team loses possession of the ball. This is an example of a “working rule”. This way, the players will pay more attention to the goal of the activity.

Although activities using a simple structure help the players to concentrate on the goal, using the same activity again and again leads to lower motivation and concentration. For this reason, it is a good idea to vary the activities by changing either the structure or the goals or both.

If after one activity, another one is done that is similar to the first in its goal and/or its structure, the players will be better prepared mentally to perform the second, especially if the level of attention required progressively increases.

For example, the coach can begin with an activity with a single goal and a limited number of stimuli and then progressively add complexity. For example, moving through the following activities:

1

In pairs, in a reduced space, with one ball per pair. Players can only move without the ball and pass the ball to each other. The player receiving the ball must face the basket while the player who passed should immediately change position;

2

2 on 2 situation, playing in a larger but still limited area. Offensive players get free to receive the pass. If the defensive players steal the ball they change to offense and the offense changes to defence. The goal is still for the players to look at the basket when receiving the ball and change position as soon as they pass;

3

The players now move to another activity, keeping a similar structure but with a different goal. Still 2 on 2 but the goal now is to score using left-hand lay-ups;

4

The players do another activity, keeping the same structure and combining the two previous goals. 2 on 2, the players should make at least three passes before the lay-up. The player receiving a pass must face the basket and the player passing changes immediately to another position; players can only score using left-hand lay-ups;

5

Finally, the players change to another activity with the same goals but adding more stimuli such as a 4 on 4 half-court game. Players receiving the ball should look at the basket; the players passing should immediately change position. The team must make at least five passes before doing the lay-up and they can only score using left-hand lay-ups.

Organizing activities where the players compete among themselves or against themselves is a way to increase motivation and concentration, as long as they have enough resources to be successful. Here are some examples:

  • divide the team into four groups, two at each basket. See which group does more left-handed lay-ups in three minutes;
  • divide the team into groups of three players each. Each group executes chest passes running from one basket to the other (at least three or four passes), ending with a lay-up. Each basket made is worth two points, with one point taken away for every pass not completed. The drill is to last three minutes; the point is to see which team makes more points. The second phase repeats the same drill but the aim is to see which teams can improve their first-phase score;
  • two players play 1 on 1 (with specific working rules) until one makes three baskets;
  • divide the whole team around all baskets available. The players work in pairs and shoot simultaneously (the player who shoots then rebounds the ball and passes to the other player who is waiting, etc.). In three minutes, they have to make the maximum number of baskets. At the end of the time limit, the score is recorded. Periodically (once or twice a week) this drill can be repeated to see if the players can improve their top score and set a new record.

If used correctly (posing challenges that can really be achieved) and not used too often, these competitive drills increase motivation while incorporating into the practice sessions an important element in training young players, which is to get them used to competing.

Having fun is essential, especially for younger players. When coaching young players, the coach's main objective should be that the children enjoy themselves.

Doing enjoyable activities is not to be confused with letting each player do whatever they want or making an effort only when they want to. Enjoyable drills are those that are attractive to the players, in a relaxed, non-stressful setting that allows the player to feel at ease and have a good time, but they should also have a purpose, working rules and require a certain level of performance.

For example: an enjoyable activity for a mini-basketball team might be for a group of players to each have a ball in the keyway; they have to dribble their own ball and try to knock the other players’ ball away without losing their own. The last player dribbling in the keyway wins.

In this type of activity, the players work in a relaxed setting and have fun, but the activity has a purpose, working rules and requires a degree of performance, making it doubly useful: the players have a good time and they are working on objectives that are important to their development as players.

Transfer of skills between activities

When the goal of the training session is learning technical or tactical skills, the coach should still include short activities to give the players a chance to put the skills into practice.

Basically, these activities consist of incorporating more stimuli in such a way that the players have to concentrate on more than simply the skill they were learning. If, when faced with this more complex situation, the players do not apply the skills that they have been learning, it would indicate that these skills are not yet sufficiently mastered and consequently, that the players still need specific work in a certain area.

For example, if in a previous activity, the players had the goal of learning to make left-hand lay-ups. They worked half- court in a 2 on 2 game during which they could only shoot using left-hand lay-ups.

Now, in the test drill, the coach organises a full-court 4 on 4 activity (more stimuli and consequently, greater demand) and watches to see if the players make left-hand lay-ups when they have the chance or if they continue to use their right hand. In the latter case, the coach may conclude that the goal of making left-hand lay-ups still needs more specific training.