- [:en]1.1.1 Being a Role Model[:es]1.1.1 Ser buen modelo [:fr]1.1.1 Donner l’exemple[:]
- [: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 »[:]
- [:en]1.1.3 Getting Support for Your Program[:es]1.1.3 Obtener apoyo para su programa[:fr]1.1.3 Mobiliser des soutiens à l’appui de votre programme[:]
- [:en]1.1.4 Having the Right Attitude[:es]1.1.4 Tener la actitud correcta[:fr]1.1.4 Avoir la « bonne » attitude[:]
- [:en]1.1.5 Understanding the Motivations of Players[:es]1.1.5 Comprender las motivaciones de los jugadores[:fr]1.1.5 Comprendre les motivations des joueurs[:]
- [:en]Follow Up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]2.1.1 Planning Practice - Introduction[:es]2.1.1 Planificación de los entrenamiemtos: introducción[:fr]2.1.1. Planification de l’entraînement - introduction[:]
- [:en]2.1.2 Planning Practice - Setting goals[:es]2.1.2 Planificación de los entrenamientos: establecimiento de metas[:fr]2.1.2 Planification de l’entraînement - définir des objectifs[:]
- [:en]2.1.3 Planning Practice - Stages of a practice session[:es]2.1.3 Planificación de los entrenamientos: etapas de una sesión de entrenamiento[:fr]2.1.3 Planification de l’entraînement - étapes d’une séance d’entraînement[:]
- [:en]2.1.4 Planning Practice - Planning appropriate activities[:es]2.1.4 Planificación de los entrenamientos: actividades adecuadas[:fr]2.1.4 Planification de l’entraînement - planification d’exercices adéquats[:]
- [:en]2.1.5 Planning Practice - Duration of activities[:es]2.1.5 Planificación de los entrenamientos: duración de las actividades[:fr]2.1.5 Planification de l’entraînement – durée des exercices [:]
- [:en]2.1.6 Planning Practice - Using stations and group work[:es]2.1.6 Planificación de los entrenamientos: uso de estaciones y trabajo en grupo[:fr]2.1.6 Planification de l’entraînement - utilisation des ateliers et de travail de groupe[:]
- [:en]2.1.7 Planning Practice-Managing Physical and Psychological Load[:es]2.1.7 Planificación de los entrenamientos: control de la carga física y psicológica[:fr]2.1.7 Planification de l’entraînement - gestion de la charge physique et psychologique[:]
- [:en]2.1.8 Planning Practice-adding complexity[:es]2.1.8 Planificación de los entrenamientos: mayor complejidad[:fr]2.1.8 Planification de l’entraînement – Accroître la complexité[:]
- [:en]2.1.9 Review-Reflecting on practice[:es]2.1.9 Revisión: reflexión sobre el entrenamiento[:fr]2.1.9 Compte rendu - réflexion sur l’entraînement[:]
- [: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[:]
- [:en]2.1.11 Providing a Safe Environment[:es]2.1.11 Ofrecer un entorno seguro[:fr]2.1.11 Assurer la sécurité de l’environnement[:]
- [:en]Follow Up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]2.2.1 Learning styles[:es]2.2.1 Estilos de aprendizaje[:fr]2.2.1 Styles d’apprentissage[:]
- [:en]2.2.2 The stages of learning[:es]2.2.2 Las etapas de aprendizaje[:fr]2.2.2 Les phases d’apprentissage[:]
- [: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[:]
- [:en]2.2.4 The Importance of Key / Cue Words[:es]2.2.4 La importancia de palabras clave/indicaciones[:fr]2.2.4 L’importance des mots clés/repères[:]
- [:en]Follow Up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]2.3.1 Communicating with Athletes - Listen More, Speak Less[:es]2.3.1 Comunicación con los atletas: Escuchar más, hablar menos[:fr]2.3.1 Communiquer avec les athlètes - Parler moins, écouter plus[:]
- [:en]2.3.2 “Coaching on the Run” Technique[:es]2.3.2 Técnica de "entrenador suelto"[:fr]2.3.2 Technique du coaching dynamique[:]
- [:en]2.3.3 Providing Feedback[:es]2.3.3 Retroalimentación[:fr]2.3.3 Fournir un feedback[:]
- [:en]2.3.4 Changing behaviour with feedback[:es]2.3.4 Cambio de comportamiento con la retroalimentación[:fr]2.3.4 Changer les comportements par le feedback[:]
- [:en]2.3.5 Conducting the Session - Organizing Players into Groups[:es]2.3.5 Dirigir la sesión: organización de los jugadores en grupos[:fr]2.3.5 Animer la séance - répartir les joueurs en groupes[:]
- [:en]2.3.6 Conducting the Session - Introduce the Activity[:es]2.3.6 Dirigir la sesión: introducción de la actividad[:fr]2.3.6 Animer la séance - présenter l’exercice[:]
- [:en]2.3.7 Conducting the Session - Observe and Give Feedback[:es]2.3.7 Dirigir la sesión: observación y retroalimentación[:fr]2.3.7 Animer la séance - observer et fournir un feedback[:]
- [:en]2.3.8 Adaptive Coaching - Changing Activities to be more effective[:es]2.3.8 Entrenamiento adaptativo: cambio de actividades para que sean más efectivas[:fr]2.3.8 Coaching adapté - modifier les exercices pour améliorer leur efficacité[:]
- [:en]2.3.9 Adaptive Coaching - Coaching Athletes of Varying Abilities[:es]2.3.9 Entrenamiento adaptativo: entrenamiento de atletas con distintas habilidades[:fr]2.3.9 Coaching adapté – coaching d’athlètes aux aptitudes variables[:]
- [:en]2.3.10 Adaptive Coaching - Including Athletes with a Disability[:es]2.3.10 Entrenamiento adaptativo: inclusión de atletas con discapacidades[:fr]2.3.10 Coaching adapté - inclure les athlètes atteints d’un handicap[:]
- [:en]Follow Up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]3.2.1 Productive and reproductive approaches to coaching[:es]3.2.1 Enfoques productivos y reproductivos del entrenamiento[:fr]3.2.1 Approches productive et reproductive de l’entraînement[:]
- [:en]3.2.2 Different approaches according to age of athlete[:es]3.2.2 Diferentes enfoques según la edad del atleta[:fr]3.2.2 Différences d’approche en fonction de l’âge de l’athlète[:]
- [:en]3.2.3 LTAD - making fun a focus[:es]3.2.3 Desarrollo del atleta a largo plazo: cuando el foco está en divertirse[:fr]3.2.3 Développement à long terme de l’athlète (DLTA) - le divertissement d’abord[:]
- [:en]3.2.4 Games-based approach to coaching[:es]3.2.4 Enfoque del entrenamiento basado en partidos[:fr]3.2.4 Approches de l’entraînement basées sur le jeu[:]
- [:en]3.2.5 Differing coaching styles to coaching[:es]3.2.5 Estilos de entrenamiento diferenciados[:fr]3.2.5 Différences de styles en termes d’entraînement[:]
- [:en]3.2.6 Communication styles[:es]3.2.6 Estilos de comunicación[:fr]3.2.6 Styles de communication[:]
- [:en]3.2.7 Holistic development - “athlete-centred” approach[:es]3.2.7 Desarrollo holístico: un enfoque "centrado en el atleta"[:fr]3.2.7 Développement holistique - approche « centrée sur l’athlète »[:]
- [:en]3.2.8 Holistic development - teaching non-basketball skills[:es]3.2.8 Desarrollo holístico: enseñar habilidades extradeportivas[:fr]3.2.8 Développement holistique - enseigner les compétences non spécifiques au basketball[:]
- [:en]3.2.9 Holistic development - developing mindset and resilience[:es]3.2.9 Desarrollo holístico: desarrollar actitud y resistencia[:fr]3.2.9 Développement holistique - développer le mental et la résilience[:]
- [:en]3.2.10 Holistic development - developing self confidence[:es]3.2.10 Desarrollo holístico: desarrollar la confianza en uno mismo[:fr]3.2.10 Développement holistique - développer la confiance en soi[:]
- [:en]3.2.11 Holistic development - developing self control[:es]3.2.11 Desarrollo holístico: desarrollar el autocontrol[:fr]3.2.11 Développement holistique - développer la maîtrise de soi[:]
- [:en]Follow Up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]4.1.1 Setting expectations for each player[:es]4.1.1 Definición de expectativas para cada jugador[:fr]4.1.1 Définir des attentes pour chaque joueur[:]
- [:en]4.1.2 What Beginner players expect from a coach[:es]4.1.2 Lo que esperan los jugadores principiantes de un entrenador[:fr]4.1.2 Ce que les joueurs débutants attendent d’un entraîneur[:]
- [:en]4.1.3 Managing junior athletes and their parents[:es]4.1.3 Manejar a atletas juveniles y a sus padres[:fr]4.1.3 Gérer des athlètes jeunes et leurs parents[:]
- [:en]Follow Up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]1.2.1 Defending player with the ball[:es]1.2.1 Defensa al jugador con el balón[:fr]1.2.1 Défense sur un joueur porteur de balle [:]
- [:en]1.2.2 Defending perimeter player without the ball[:es]1.2.2 Defensa al jugador sin balón en el perímetro [:fr]1.2.2 Défense sur joueur du périmètre non porteur de balle[:]
- [:en]1.2.3 Defending in the low post[:es]1.2.3 Defensa en el poste bajo[:fr]1.2.3 Défense du poste bas[:]
- [:en]1.2.4 Blocking out an offensive rebounder[:es]1.2.4 Bloquear a un reboteador de ataque[:fr]1.2.4 Ecran de retard sur un rebondeur attaquant[:]
- [:en]Follow Up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]2.1.1 Basic stance[:es]2.1.1 Postura básica[:fr]2.1.1 La position de base[:]
- [:en]2.1.2 Balance[:es]2.1.2 Equilibrio[:fr]2.1.2 L’équilibre[:]
- [:en]2.1.3 Footwork[:es]2.1.3 Juego de pies[:fr]2.1.3. Les appuis[:]
- [:en]2.1.4 Running[:es]2.1.4 Carrera[:fr]2.1.4 La course[:]
- [:en]2.1.5 Speed[:es]2.1.5 Velocidad[:fr]2.1.5 La vitesse[:]
- [:en]2.1.6 Efficiently changing direction[:es]2.1.6 Cambio de dirección eficaz[:fr]2.1.6 Le changement de direction efficace[:]
- [:en]2.1.7 Stopping[:es]2.1.7 Paradas[:fr]2.1.7 Les arrêts[:]
- [:en]2.1.8 Pivoting[:es]2.1.8 Pivotar[:fr]2.1.8 Pivoter[:]
- [:en]Follow Up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]2.2.1 Getting open - some fundamentals[:es]2.2.1 Desmarcación: algunos fundamentos[:fr]2.2.1 Se démarquer - Quelques fondamentaux[:]
- [:en]2.2.2 Skill category: getting open[:es]2.2.2 Categoría de habilidad: desmarcación[:fr]2.2.2 Catégorie de compétence : le démarquage[:]
- [:en]Follow Up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]2.5.1 Basic passing[:es]2.5.1 Pases básicos[:fr]2.5.1 Principes de base des passes[:]
- [:en]2.5.2 Fun activities to teach moving, passing and getting open[:es]2.5.2 Actividades divertidas para enseñar a moverse, dar pases y desmarcarse[:fr]2.5.2 Exercices ludiques pour enseigner les déplacements, les passes et le démarquage[:]
- [:en]Follow Up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]2.7.1 Basic shooting - introduction[:es]2.7.1 Lanzamientos básicos: introducción[:fr]2.7.1 Principes de base du tir - Introduction[:]
- [:en]2.7.2 Basic shooting - teaching lay-up footwork[:es]2.7.2 Lanzamientos básicos: enseñar el juego de pies para el tiro en bandeja[:fr]2.7.2 Principes de base du tir – Enseignement des appuis pour le tir en course[:]
- [:en]2.7.3 Basic shooting - foundation for the shot - balanced stance[:es]2.7.3 Lanzamientos básicos: fundamento del tiro, posición de equilibrio[:fr]2.7.3 -Principes de base du tir – La base du tir - Position équilibrée[:]
- [:en]2.7.4 Basic shooting - grip on the ball[:es]2.7.4 Lanzamientos básicos: sujeción del balón[:fr]2.7.4 Principes de base du tir - Tenue de la balle[:]
- [:en]2.7.5 Basic shooting - "top of the shot" - releasing the ball[:es]2.7.5 Lanzamientos básicos: "altura del tiro", soltar el balón[:fr]2.7.5 Principes de base du tir - « La plus haute position du tir » - Lâcher la balle[:]
- [:en]2.7.6 Basic shooting - shooting off the dribble[:es]2.7.6 Lanzamientos básicos: tiro después del bote[:fr]2.7.6 Principes de base du tir - Le tir à partir d’un dribble[:]
- [:en]2.7.7 Basic shooting - jump shot[:es]2.7.7 Lanzamientos básicos: tiro con salto[:fr]2.7.7 Principes de base du tir - Le tir en suspension[:]
- [:en]Follow up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]2.8.1 The importance of the first step[:es]2.8.1 La importancia del primer paso[:fr]2.8.1 L’importance du premier pas[:]
- [:en]2.8.2 Getting post position[:es]2.8.2 Ocupar una posición de poste[:fr]2.8.2 Prendre position au poste[:]
- [:en]2.8.3 Drop step[:es]2.8.3 Paso de caída[:fr]2.8.3 Le pivot effacé[:de]2.8.3 Drop step[:]
- [:en]2.8.4 Drop step - counter move[:es]2.8.4 Paso de caída: contramovimiento[:fr]2.8.4 Le pivot effacé - Mouvement de riposte[:]
- [:en]2.8.5 Basics of perimeter offence[:es]2.8.5 Principios básicos del ataque desde el perímetro[:fr]2.8.5 Les bases de l’attaque sur le périmètre[:]
- [:en]2.8.6 Drive fake moves[:es]2.8.6 Movimientos de finta de penetración[:fr]2.8.6 Feintes de départ[:]
- [:en]2.8.7 Shot fake moves[:es]2.8.7 Movimientos de finta de tiro[:fr]2.8.7 Feintes de tir[:]
- [:en]2.8.8 Catch and shoot[:es]2.8.8 Recibir y lanzar[:fr]2.8.8 Attraper et tirer[:]
- [:en]2.8.9 Penetrating off the dribble[:es]2.8.9 Penetración después del bote[:fr]2.8.9 Pénétration en dribblant[:]
- [:en]2.8.10 Activities to practice offence in low post[:es]2.8.10 Actividades para practicar el ataque en el poste bajo[:fr]2.8.10 Exercices d’entrainement de l’attaque au poste bas[:]
- [:en]2.8.11 Activities to practice perimeter offence[:es]2.8.11 Actividades para practicar el ataque desde el perímetro[:fr]2.8.11 Exercices d’entrainement pour l’attaque sur le périmètre[:]
- [:en]Follow-Up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]1.1.1 Matching up - basic principle of man to man defence[:es]1.1.1 Asignación: principio básico de la defensa “individual”[:fr]1.1.1. Marquage individuel - Principe de base de la défense « homme à homme »[:]
- [:en]1.1.2 Distance from opponent[:es]1.1.2 Distancia del oponente[:fr]1.1.2. Distance de l’adversaire marqué[:]
- [:en]1.1.3 Defending one pass away[:es]1.1.3 Defensa a un pase de distancia[:fr]1.1.3. Défendre à une distance d’une passe[:]
- [:en]1.1.4 Flat triangle position[:es]1.1.4 Posición de “triángulo defensivo”[:fr]1.1.4. Position en triangle plat[:]
- [:en]1.1.5 Stance - denial or open[:es]Posición: de negar o libre[:fr]1.1.5. Posture – Contestation ou ouverte[:]
- [:en]1.1.6 Moving on the pass[:es]1.1.6 Moverse con el pase[:fr]1.1.6. Ajustement de position à chaque passe[:]
- [:en]1.1.7 Help defence - split line defence[:es]1.1.7 Defensa de ayuda: defensa de la línea de división[:fr]1.1.7. Aide défensive – Défense dans l’axe panier-panier[:]
- [:en]1.1.8 Help defence - help to defend dribble penetration[:es]1.1.8 Defensa de ayuda: ayuda para defender un bote de penetración [:fr]1.1.8. Aide défensive – Contre une pénétration par dribble[:]
- [:en]1.1.9 Help defence - helping the helper / defensive rotation[:es]1.1.9 Defensa de ayuda: ayudar al ayudante/"rotación defensiva”[:fr]1.1.9. Aide défensive – Aider un autre défenseur / Rotation défensive[:]
- [:en]1.1.10 Defensive communication[:es]1.1.10 Comunicación defensiva[:fr]1.1.10. Communiquer en défense[:]
- [:en]1.1.11 Transition defence[:es]1.1.11 Defensa de transición[:fr]1.1.11. Transition défensive[:]
- [:en]1.1.12 Full court man to man defence[:es]1.1.12 Defensa “individual” en cancha completa[:fr]1.1.12. Défense homme à homme tout terrain[:]
- [:en]Follow up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]1.2.1 Defending off ball screens – “lock and trail”[:es]1.2.1 Defensa de los bloqueos sin balón: perseguir[:fr]1.2.1. Défendre les écrans sur non porteur – « Verrouiller et poursuivre »[:]
- [:en]1.2.2 Defending off ball screens – “under”[:es]1.2.2 Defensa de los bloqueos sin balón: por debajo[:fr]1.2.2. Défendre contre les écrans sur non porteur – « Derrière »[:]
- [:en]1.2.3 Defending off ball screens – “through”[:es]1.2.3 Defensa de los bloqueos sin balón: recortar (atravesando)[:fr]1.2.3. Défendre les écrans sur non porteur – « À travers »[:]
- [:en]1.2.4 Defending off ball screens – “switch”[:es]1.2.4 Defensa de los bloqueos sin balón: cambio[:fr]1.2.4. Défendre les écrans sur non porteur – « changer » (« switch »)[:]
- [:en]1.2.5 Defending on ball screens – “under”[:es]1.2.5 Defensa de los bloqueos con balón: por debajo[:fr]1.2.5. Défendre les écrans sur porteur – « Derrière »[:]
- [:en]1.2.6 Defending on ball screens – “over”[:es]1.2.6 Defensa de los bloqueos con balón: por arriba[:fr]1.2.6. Défendre les écrans sur porteur – « Devant »[:]
- [:en]1.2.7 Defending on ball screens – “through”[:es]1.2.7 Defensa de los bloqueos con balón: recortar (atravesando)[:fr]1.2.7. Défendre les écrans sur porteur – « À travers »[:]
- [:en]1.2.8 Defending off ball screens – “switch”[:es]1.2.8 Defensa de los bloqueos con balón: cambio[:fr]1.2.8. Défendre les écrans sur porteur – « Changer »[:]
- [:en]1.2.9 Defending on ball screens – “double”[:es]1.2.9 Defensa de los bloqueos con balón: doble[:fr]1.2.9. Défendre les écrans sur porteur – « Prise à deux »[:]
- [:en]Follow up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]2.1.1. Motion offence - 5 out - dribble entry - hand-off[:es]2.1.1 Espaciado básico de la cancha: pasar y cortar/dar e ir[:fr]2.1.1. Les espaces de base sur le terrain - passer et couper/passe et va[:]
- [:en]2.1.2 Motion Offence - 5 Out - Replacing the Cutter[:es]2.1.2 Ataque libre por conceptos: 5 afuera - reemplazo del cortador[:fr]2.1.2. Attaque en continuité - 5 extérieurs - Remplacement du joueur qui a coupé[:]
- [:en]2.1.3 Motion Offence - 5 Out - Purposeful movement - timing and spacing[:es]2.1.3 Ataque libre por conceptos: 5 afuera - movimiento decidido – ritmo (timing) y espaciado[:fr]2.1.3. Attaque en continuité - 5 extérieurs - Jeu libre avec règles - timing et espaces [:]
- [:en]2.1.4 Motion Offence - 5 Out - Ball Reversal[:es]2.1.4 Ataque libre por conceptos: 5 afuera - inversión del balón[:fr]2.1.4. Attaque en continuité - 5 extérieurs - renversement de la balle[:]
- [:en]2.1.5 Motion Offence - 5 Out - Dribble Penetration - Receivers’ Principles[:es]2.1.5 Ataque libre por conceptos: 5 afuera – bote de entrada - principios de los receptores[:fr]2.1.5. Attaque en continuité - 5 extérieurs - pénétration en dribble - principes des positions du receveur[:]
- [:en]2.1.6 Motion Offence - 5 Out - Dribble Entry[:es]2.1.6 Ataque libre por conceptos: 5 afuera – bote de entrada[:fr]2.1.6. Attaque en continuité - 5 extérieurs - entrée en dribble[:]
- [:en]2.1.7 Introducing Screens - 5 Out - Pass and Screen Away[:es]2.1.7 Presentación de los bloqueos: 5 afuera - pasar y bloquear[:fr]2.1.7. Introduction des écrans – 5 extérieurs - passe et écran à l’opposé[:]
- [:en]2.1.8 Scrimmage Activity[:es]2.1.8 Actividades de partidos de entrenamiento[:fr]2.1.8. Exercice de jeu dirigé[:]
- [:en]2.1.9 Allowing Creativity in Decision Making[:es]2.1.9 Permitir la creatividad en la toma de decisiones[:fr]2.1.9. Faire place à la créativité dans le cadre du processus de prise de décision[:]
- [:en]Follow up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]2.2.1 Off Ball Screens - Role of Screener - Setting the Screen[:es]2.2.1 Off Ball Screens - Role of Screener - Setting the Screen[:fr]2.2.1 Écrans non porteurs - rôle du poseur d’écran - poser l’écran[:zh]2.2.1 Off Ball Screens - Role of Screener - Setting the Screen[:]
- [:en]2.2.2 Off Ball Screens - Basic Cuts of Screen - Straight Cut[:es]2.2.2 Bloqueos sin balón: cortes básicos del bloqueo - corte en línea recta[:fr]2.2.2. Écrans non porteurs – Sorties des écrans – Sortie directe (straight cut)[:]
- [:en]2.2.3 Off Ball Screens - Basic Cuts of Screen - Curl Cut[:es]2.2.3 Bloqueos sin balón: cortes básicos del bloqueo - corte rápido hacia canasta después del bloqueo[:fr]2.2.3. Écrans non porteurs- Sorties des écrans – Sortie en curl (enrouler)[:]
- [:en]2.2.4 Off Ball Screens - Basic Cuts of Screen - Back Cut[:es]2.2.4 Bloqueos sin balón: cortes básicos del bloqueo - corte hacia atrás[:fr]2.2.4. Écrans non porteurs - Sorties des écrans – Sortie en backdoor (back cut)[:]
- [:en]2.2.5 Off Ball Screens - Basic Cuts of Screen - Flare Cut[:es]2.2.5 Bloqueos sin balón: función del bloqueador - "corte flare"[:fr]2.2.5. Écrans non porteurs - Démarquages de base des écrans - Sortie en « flare » (en s’écartant)[:]
- [:en]2.2.6 Off Ball Screens - Role of Screener – Pop or Roll[:es]2.2.6 Bloqueos sin balón: función del bloqueador - saltar o continuar[:fr]2.2.6 Écrans non porteurs - rôle du poseur d’écran - « pop ou roll »[:]
- [:en]2.2.7 Off Ball Screens - Down screens[:es]2.2.7 Bloqueos sin balón: bloqueo vertical abajo[:fr]2.2.7. Écrans non porteurs - écrans verticaux vers le bas (down screens)[:]
- [:en]2.2.8 Off Ball Screens - Up screens[:es]2.2.8 Bloqueos sin balón: bloqueos verticales arriba[:fr]2.2.8. Écrans non porteurs - écrans verticaux vers le haut (up screens)[:]
- [:en]2.2.9 Off Ball Screens - Back screens[:es]2.2.9 Bloqueos sin balón: bloqueos por la espalda[:fr]2.2.9. Écrans non porteurs – écrans dans le dos (back screens)[:]
- [:en]2.2.10 On Ball Screens - Dribbler Options[:es]2.2.10 Bloqueos con balón: opciones del driblador[:fr]2.2.10. Écrans porteurs - options du dribbleur[:]
- [:en]Follow up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]2.3.1 Basic Fast Break - Starting the Break[:es]2.3.1 Contrataque básico: inicio del contrataque[:fr]2.3.1. Fondamentaux de la contre-attaque - lancer la contre-attaque[:]
- [:en]2.3.2 Basic Fast Break - Running Wide Lanes[:es]2.3.2 Contrataque básico: correr líneas anchas[:fr]2.3.2. Fondamentaux de la contre-attaque - courir le long des lignes latérales[:]
- [:en]2.3.3 Basic Fast Break - Pass the Ball Ahead[:es]2.3.3 Contrataque básico: pase del balón hacia adelante[:fr]2.3.3. Fondamentaux de la contre-attaque – passer la balle vers l’avant[:]
- [:en]2.3.4 Basic Fast Break - 2v1 Fast Break[:es]2.3.4 Contrataque básico: contrataque 2 contra 1[:fr]2.3.4. Fondamentaux de la contre-attaque - contre-attaque 2x1[:]
- [:en]2.3.5 Basic Fast Break - 3v2 Fast Break[:es]2.3.5 Contrataque básico: contrataque 3 contra 2[:fr]2.3.5. Fondamentaux de la contre-attaque - contre-attaque 3x2[:]
- [:en]2.3.6 Basic Fast Break - Moving into Offence[:es]2.3.6 Contrataque básico: inicio del ataque[:fr]2.3.6. Fondamentaux de la contre-attaque - passer à l’attaque[:]
- [:en]2.3.7 Activities to Practice Fast Break Principles[:es]2.3.7 Actividades para practicar los principios del contrataque[:fr]2.3.7. Exercices d’application des principes de la contre-attaque[:]
- [:en]Follow up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]2.4.1 Attacking Full Court Zone Pressure - General Principles[:es]2.4.1 Atacar contra presión de zona en cancha completa: principios generales[:fr]2.4.1. Attaquer une zone press tout terrain - principes généraux[:]
- [:en]2.4.2 Attacking Full Court Zone Pressure - Purposeful Movement[:es]2.4.2 Atacar contra presión de zona en cancha completa: movimiento decidido[:fr]2.4.2. Attaquer une zone press tout terrain – forme de jeu organisée[:]
- [:en]2.4.3 Attacking Full Court Man to Man Defence[:es]2.4.3 Atacar contra defensa individual en cancha completa[:fr]2.4.3. Attaque d’une défense homme à homme tout terrain[:]
- [:en]Follow up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]3.2.1 Team Goals for Young Players (Under 12)[:es]3.2.1 Objetivos de equipo para los jugadores infantiles (sub-12)[:fr]3.2.1. Objectifs de l’équipe pour jeunes joueurs (moins de 12 ans)[:]
- [:en]3.2.2 Team Goals for Junior Players (Under 16)[:es]3.2.2 T. Objetivos de equipo para los jugadores juveniles (sub-16)[:fr]3.2.2. Objectifs de l’équipe pour jeunes joueurs (moins de 16 ans)[:]
- [:en]3.2.3 Setting Goals and Strategies for Games[:es]3.2.3 Fijación de objetivos y estrategias para los partidos[:fr]3.2.3. Mise en place des objectifs et des stratégies pour les matchs[:]
- [:en]Follow up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]4.1.1 Substitutions and Feedback[:es]4.1.1 Sustituciones y retroalimentación[:fr]4.1.1. Remplacements et feedback[:]
- [:en]4.1.2 Talking to Officials[:es]4.1.2 Hablar con los árbitros[:fr]4.1.2 Parler aux officiels[:]
- [:en]4.1.3 Changing Tactics with Young Teams (U12)[:es]4.1.3 Cambio de táctica con equipos juveniles (sub-12)[:fr]4.1.3 Changer de tactique avec des équipes de jeunes joueurs (U12)[:]
- [:en]4.1.4 Communication with Players During Games[:es]4.1.4 Comunicación con los jugadores durante los partidos[:fr]4.1.4 Communication avec les joueurs durant les matchs[:]
- [:en]4.1.5 Communication with Officials During Games[:es]4.1.5 Comunicación con los árbitros durante los partidos[:fr]4.1.5 Communication avec les officiels durant les matchs[:]
- [:en]Follow up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]5.1.1 Incorporating Review of Games in Practice with Young Players (U12)[:es]5.1.1 Incorporación de la revisión de los partidos en los entrenamientos con los jugadores jóvenes (sub-12)[:fr]5.1.1. Intégrer le compte-rendu des matchs à l’entraînement des jeunes joueurs (U12)[:]
- [:en]Follow up[:es]Seguimiento[:fr]Approfondir[:]
(English) Level 1
(English) 2.1.2 Planning Practice – Setting goals
(English)
Setting Goals
The coach needs to identify two or three key goals for each training session. These should relate to the overall goals for the season and may also be linked either to the previous game or the next game. Linking them to a game helps define how and when success is measured. The goals of each session should be few and two serious mistakes are:
- trying to do too much in a single practice or a single activity;
- the coach not knowing clearly what they want to achieve during the training session as a whole and/or with each specific activity.
(English)
Outcome Goals
Outcome goals refer to collective or individual results, for example, making a certain number of shots, taking a certain amount of time to complete an activity or scoring a certain number of points. Outcome goals may be divided into two types:
- intra-subject or intra-group - results by an individual player or group, (e.g. make 10 shots)
- inter-subject or inter-group - results of an individual group compared to another individual or group (e.g. first to make 10 shots)
Performance Goals
Performance goals focus on the desired steps toward an outcome, rather than the outcome itself. For example, improving a chest pass, shooting more often from specific positions on the court, blocking out or passing the ball to the low post.
Achieving a performance goal does not guarantee that an outcome goal will be achieved, but it does increase the probability of achieving it. Performance goals help players to develop confidence in the execution of skills.
For example, shooting more often from ideal positions (performance goal) does not guarantee that more points will be made (outcome goal), but does increase the probability of making more points, and only by shooting more often from these positions will the player be able to control how to make more points.
In general, outcome goals work better at enhancing the players’ interest, but performance goals are better at helping the players to understand that they can control the situations with which they are faced.
It is advisable to combine both types of goals depending on the players’ age group, keeping in mind the following:
- inter-subject and inter-group outcome goals are advisable for teams made up of 15-18-year-olds and, to a lesser extent, for teams made up of 13-14-year-olds. They are not advisable for mini-basketball teams.
- individual and collective performance goals are highly recommended for all teams.
(English) In order to be efficient, goals should be SMART:
(English)
S |
Specific |
Goals should be specific and clearly defined rather than general and ambiguous. |
M |
Measurable |
There must be some criteria set as to how the goal is measured and, where possible, this should be objective. |
A |
Achievable |
Goals should be challenging for the players. Goals that are too easy (requiring little effort) or that require too much effort are not suitable. Goals should be challenging in such a way as to motivate the player; goals that are too easy, although attractive, are not challenging. |
R |
Realistic |
Goals should show the progress that a player or a team will make. To be realistic, those goals must seem possible. Sometimes you will set a series of goals toward achieving a goal. For example, for a ten-year-old having a goal of dunking the ball is very unlikely to be realistic (at least at that time). However, by having a series of goals (e.g. the height they can jump) they can realistically take steps toward the ultimate goal. |
T |
Timely |
each goal should have a time frame set to it, whether that is end of the season, the end of the year or the next week. Having a time frame provides a sense of “urgency” and will help track progress. |
(English) Goals should be established for the team and for the individual players. If only collective goals have been established, individual motivation can easily diminish. And with young players, it is important that each player be allowed to progress at their own pace; therefore, individual goals are important. It may be that within one activity, different players will have different goals depending upon their skill level.
The importance of Performance Goals
Performance goals are particularly important when coaching young players because they:
- are centered on what the players do and how they do it, rather than on the consequences of what they do (missing a shot does not mean it was a bad shot and similarly making a shot does not mean it was a good shot);
- allow a more realistic evaluation of the feasibility of the goals;
- facilitate a simple and reliable assessment of output;
- permit the players to use their own behaviour to measure their progress;
- increase self-confidence (which comes from feeling “in control”) and motivation (which comes from belief that the goal can be achieved).
Coaches of 6-9-year-olds should use only performance goals. Coaches of athletes aged 10-12 years should concentrate on performance goals but may include some intra-subject or intra- group outcome goals related to those performance goals.
For example, in order to work on the individual performance goal of improving lay-ups:
- a coach of 6-9-year-olds should focus on the players being balanced and using correct footwork;
- a coach of 10-12-year-olds may set an intra-group outcome goal for how many lay-ups the group can achieve (with correct balance, footwork and shooting with the correct hand) in a certain time;
- a coach of players aged 13+ may divide the squad into two groups with an inter-group outcome goal of the first team to make a certain number of baskets.
Using performance goals with younger players does not mean that coaches cannot use games that keep score. Often, it can be a lot of fun for an activity to be competitive, however the coach should be careful to focus on performance goals.
For example, teams may play a game where players attempt lay-ups and the first team to make 20 points wins. With young players, the coach may award 3 points for correct footwork and only 1 point if a basket is made (and no points if it is made with incorrect footwork). This is a competitive game, but the coach’s focus is on correct performance of the skill.
Having an outcome can also be useful as it gives a natural ending to an activity (e.g. when one team scores 20 points). Using performance goals with younger players equally applies to games, and indeed in many competitions for players under the age of 10 there are no outcome goals because no scores are kept. Even if scores are kept, the coach should set other goals for the team that relate to processes that they have been practicing.
Performance goals also remain important when coaching older age groups. For example, if players are struggling to make a lay-up with their weaker hand the coach may:
- award two points if the correct technique is used and the basket is made;
- award one point if the correct technique is used but the basket is missed;
- deduct a point if the basket is made but incorrect technique is used.
Choosing the Most Appropriate Goals
Once the coach decides which goals are appropriate, they must decide if these can be achieved within the coaching time available. In many cases, because of the lack of time, they may have to leave out some goals.
Where this is the case (a common occurrence when coaching young teams), the coach has to choose which goals they consider most important, omitting the rest. To do this, they can use criteria such as:
- the importance of each goal, taking into account the type of team they are coaching and, based on this, the team’s general goals; obviously those goals considered most important will take precedence;
- the proximity of each goal with respect to the present. In general, if the degree of importance is similar, those goals that can be achieved first should take precedence;
- the relationship between different objectives, bearing in mind whether the attainment of one goal is essential to achieving others. In general, the simplest goals that facilitate the attainment of later, more complex, goals should take precedence;
- combining offense and defence goals (for example, improve offense 1-on-1 fundamentals and improve defence 1-on-1 fundamentals). Both on an individual level and on a collective level, the development of offense and defence should follow a parallel progression;
- the “cost” necessary to achieve each goal, defining cost as the physical and psychological effort necessary. In general, those goals requiring lower cost should take precedence.
In general, goals that are geared toward the development of skills or understanding the game are preferable to those that are geared toward winning a particular game.