- [:en]1.1.1 Leading the team[:es]1.1.1 Cómo liderar al equipo[:fr]1.1.1 Direction de l’équipe[:]
- [:en]1.1.2 Case study[:es]1.1.2 Estudio de caso[:fr]1.1.2 Étude de cas[:]
- [:en]1.1.3 Selection of support staff[:es]1.1.3 Selección del personal de apoyo[:fr]1.1.3 Choix de l’équipe d’encadrement[:]
- [:en]1.1.4 Influencing a broader network of coaches[:es]1.1.4 Cómo influir en una red más amplia de entrenadores[:fr]1.1.4 Influencer un vaste réseau d’entraîneurs[:]
- [:en]Follow-up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]1.2.1 Designing strategy for individual defenders[:es]1.2.1 Diseño de una estrategia para defensores individuales[:fr]1.2.1 Élaboration de la stratégie pour les défenseurs individuels[:]
- [:en]1.2.2 Having multiple defences against on ball screens[:es]1.2.2 Uso de múltiples defensas para bloqueos con balón[:fr]1.2.2 Défenses multiples contre les écrans porteurs[:]
- [:en]1.2.3 Designing strategy for team defence[:es]1.2.3 Diseño de una estrategia para defensa grupal[:fr]1.2.3 Élaboration de la stratégie pour la défense de l’équipe[:]
- [:en]Follow-up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]1.3.1 1-2-2 Match up defence[:es]1.3.1 Defensa de asignación 1-2-2[:fr]1.3.1. Défense match up 1-2-2[:]
- [:en]1.3.2 1-3-1 Match up defence[:es]Defensa de asignación 1-1-3[:fr]1.3.2. Défense match up 1-1-3[:]
- [:en]1.3.3 1-3-1 Match up zone defence[:es]1.3.3 Defensa de asignación por zona 1-3-1 [:fr]1.3.3 Défense match up 1-3-1[:]
- [:en]Follow-up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]1.4.1 Defending dribble hand offs[:es]1.4.1 Defensa de pase mano a mano sobre bote[:fr]1.4.1 Défenses des passes main à main dans le dribble[:]
- [:en]1.4.2 Double team post players[:es]1.4.2 Defensa dos contra uno al poste[:fr]1.4.2 Prise à deux sur joueurs de poste[:]
- [:en]1.4.3 Getting the ball out of the hands of the point guard[:es]1.4.3 Quitar el balón de las manos del base[:fr]1.4.3 Technique pour enlever la balle des mains du meneur[:]
- [:en]1.4.4 Denying spots on the floor[:es]1.4.4 Negar puntos en el suelo[:fr]1.4.4 Contestation des positions sur la surface[:]
- [:en]1.4.5 “Box and 1” defence[:es]1.4.5 Defensa "cajón y 1"[:fr]1.4.5 Défense en boîte[:]
- [:en]Follow-up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]1.5.1 Baseline out of bounds & sideline[:es]1.5.1 Fuera de banda por la línea de fondo y por las líneas laterales[:fr]1.5.1 Jeu à l’extérieur du terrain depuis la ligne de fond et la ligne latérale[:]
- [:en]1.5.2 Late shot clock[:es]1.5.2 Jugadas en últimos segundos de posesión[:fr]1.5.2 Dernières secondes de l’horloge des 24 secondes[:]
- [:en]1.5.3 Last possession plays[:es]1.5.3 Jugadas para la última posesión[:fr]1.5.3 Jeu sur les dernières possessions[:]
- [:en]1.5.4 Catching up - strategic use of fouls[:es]1.5.4 Alcanzando al oponente: uso estratégico de faltas[:fr]1.5.4 Remontée au score – utilisation stratégique des fautes[:]
- [:en]Follow-up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]2.1.1 Read and react offence[:es]2.1.1 Ofensiva de leer y reaccionar [:fr]2.1.1 Attaque selon le principe de « lecture et réaction » [:]
- [:en]2.1.2 “Flex”[:es]2.1.2 “Flex”[:fr]2.1.2 « Flex »[:]
- [:en]2.1.3 “The shuffle”[:es]2.1.3 “The shuffle”[:fr]2.1.3 « Shuffle »[:]
- 2.1.4 “Triangle”
- [:en]2.1.5 “Horns”[:es]2.1.5 "Cuernos"[:fr]2.1.5 « Horns »[:]
- [:en]2.1.6 “Princeton”[:es]2.1.6 "Princeton"[:fr]2.1.6 « Princeton »[:]
- [:en]2.1.7 “UCLA Cut”[:es]2.1.7 "Corte UCLA"[:fr]2.1.7 « Coupe UCLA » [:]
- [:en]2.1.8 “Zipper”[:es]2.1.8 “Zipper”[:fr]2.1.8 « Zipper »[:]
- [:en]Follow-up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]2.2.1 Motion offence - 3 out, 2 in - screen the screener[:es]2.2.1 Ataque libre por conceptos: 3 afuera, 2 adentro - Bloquear al bloqueador[:fr]2.2.1 Mouvement offensif - 3 en extérieur, 2 en intérieur - pose d’écran sur poseur d’écran[:]
- [:en]2.2.2 Motion Offence - 3 Out 2 In – multiple screens for the shooter[:es]2.2.2 Ataque libre por conceptos: 3 afuera, 2 adentro - Múltiples bloqueos para el tirador[:fr]2.2.2 Mouvement offensif - 3 en extérieur, 2 en intérieur - écrans multiples sur le tireur[:]
- [:en]2.2.3 Motion offence - 3 out, 2 In - Double Screens[:es]2.2.3 Ataque libre por conceptos: 3 afuera, 2 adentro - Bloqueos dobles[:fr]2.2.3 Mouvement offensif - 3 en extérieur, 2 en intérieur - doubles écrans[:]
- [:en]2.2.4 Motion offence - 3 Out, 2 In - Blind (Back) Screens[:es]2.2.4 Ataque libre por conceptos: 3 afuera, 2 adentro - Bloqueos ciegos (de atrás)[:]
- [:en]2.2.5 Motion offence - 3 Out, 2 In - Pick and Roll with Triangle on Help Side[:es]2.2.5 Ataque libre por conceptos: 3 afuera, 2 adentro - Bloqueo directo y continuación hacia canasta con triángulo en el lado de la ayuda[:fr]2.2.5 Mouvement offensif - 3 en extérieur, 2 en intérieur - pick & roll avec triangle du côté de l’aide[:]
- [:en]2.2.6 Motion offence - 3 out, 2 in - cuts off high post screen[:es]2.2.6 Ataque libre por conceptos: 3 afuera, 2 adentro - Cortar saliendo del bloqueo del poste alto[:fr]2.2.6 Mouvement offensif - 3 en extérieur, 2 en intérieur - coupures d’écrans de poste haut[:]
- [:en]2.2.7 Motion offence - 3 out, 2 in - 1v1 isolation[:es]2.2.7 Ataque libre por conceptos: 3 afuera, 2 adentro - Aislamiento 1c1[:fr]2.2.7 Mouvement offensif - 3 en extérieur, 2 en intérieur - isolation en 1 contre 1[:]
- [:en]2.2.8 Shot selection - importance of the corner 3[:es]2.2.8 Selección de tiros: importancia del tiro de 3 desde la esquina[:fr]2.2.8 Choix du tir - importance du corner à 3 points[:]
- [:en]Follow-up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]2.3.1 On ball screens - "pistol"[:es]2.3.1 Bloqueos con balón: pistola[:fr]2.3.1 Écrans porteurs - pistol[:]
- [:en]2.3.2 Off ball screens - “elevator” screens[:es]2.3.2 Bloqueos sin balón: bloqueos "elevador"[:fr]2.3.2 Écrans non porteurs - écrans « ascenseur »[:]
- [:en]2.3.3 Screening angles and alignments - advanced pick and roll[:es]2.3.3 Ángulos de cortina y alineaciones - Bloqueo directo avanzado y continuación hacia canasta[:fr]2.3.3 Angles d’écran et alignements - pick & roll avancé[:]
- [:en]Follow-up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]2.4.1 Pick and roll (on ball screens) against a zone[:es]2.4.1 Bloqueo directo y continuación hacia canasta (bloqueos con balón) contra una zona[:fr]2.4.1 Pick & roll (écrans porteurs) contre une zone[:]
- [:en]2.4.2 Dribble drag against zone defence[:es]2.4.2 Dribble drag contra defensa en zona[:fr]2.4.2 Dribble latéral contre une défense de zone[:]
- [:en]2.4.3 1-3-1 Alignment against zone defence[:es]2.4.3 Formación 1-3-1 contra defensa en zona [:fr]2.4.3 Alignement en 1-3-1 contre la défense de zone[:]
- [:en]Follow-up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]2.5.1 Baseline out of bounds[:es]2.5.1 Fuera de banda por línea del fondo[:fr]2.5.1 Jeu à l’extérieur du terrain depuis la ligne de fond[:]
- [:en]2.5.2 Sideline out of bounds[:es]2.5.2 Fuera de banda por línea lateral[:fr]2.5.2 Jeu à l’extérieur du terrain depuis la ligne de touche[:]
- [:en]2.5.3 Late shot clock[:es]2.5.3 Tarde en el reloj de posesión[:fr]2.5.3 Dernières secondes du chrono[:]
- [:en]2.5.4 Last possession plays[:es]2.5.4 Jugadas para la última posesión[:fr]2.5.4 Jeu sur la dernière possession[:]
- [:en]Follow-up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]3.2.1 Characteristics of long tournament play[:es]3.2.1 Características de los torneos largos[:fr]3.2.1 Caractéristiques du jeu pour un long tournoi[:]
- [:en]3.2.2 Long tournaments - selecting the team[:es]3.2.2 Torneos largos: selección del equipo[:fr]3.2.2 Longs tournois – Sélection de l’équipe[:]
- [:en]3.2.3 Long tournaments - preparing the team prior to tournament[:es]3.2.3 Torneos largos: preparación del equipo antes del torneo[:]
- [:en]3.2.4 Long tournaments - scouting[:es]3.2.4 Torneos largos: análisis de oponentes[:fr]3.2.4 Longs tournois – Analyse du jeu des adversaires[:]
- [:en]3.2.5 Long tournaments - keeping players fresh[:es]3.2.5 Torneos largos: cómo evitar que los jugadores se cansen[:fr]3.2.5 Longs tournois – Maintenir vos joueurs en forme[:]
- [:en]3.2.6 Long tournaments - coaching staff[:es]3.2.6 Torneos largos: personal de entrenamiento[:fr]3.2.6 Long tournois – Personnel d’entraînement[:]
- [:en]3.2.7 Long tournaments - organising the off-court[:es]3.2.7 Torneos largos: fuera de la cancha[:fr]3.2.7 Longs tournois – Organisation hors terrain[:]
- [:en]Follow-up[:es]Seguimiento[:fr]Approfondir[:]
- [:en]4.1.1 Defending a lead[:es]4.1.1 Defender una ventaja[:fr]4.1.1 Défendre une avance au score[:]
- [:en]4.1.2 Catching up - reducing an opponent’s lead[:es]4.1.2 Alcanzar a un oponente: disminuir la ventaja[:fr]4.1.2 Remonter au score - réduire l’avance de l’adversaire[:]
- [:en]Follow-up[:es]Seguimiento[:fr]Approfondir[:]
(English) Level 3
(English) 3.2.1 LTAD – understanding the LTAD model
(English) Coaches should have a long-term view in regards to developing their athletes, which is why every player should be given the opportunity to play in all positions. Indeed, a primary purpose of a coach of junior athletes is to develop their love of the game of basketball so that they continue to play in the long-term.
Stages within basic LTAD model
The overall aim of the LTAD framework is to:
- Allow participants to find fun, fitness, social interaction and self-fulfillment through an all-inclusive sport environment; and
- Provide competitive pathways that are developmentally appropriate and lead players to the highest possible levels of achievement.
Broadly there are seven stages within the basic LTAD approach:9
- Stage 1: Active Start (0-6 years)
- Stage 2: FUNdamentals (girls 6-8 years, boys 6-9)
- Stage 3: Learn to Train (girls 8-11, boys 9-12)
- Stage 4: Train to Train (girls 11-15, boys 12-16)
- Stage 5: Train to Compete (girls 15-21, boys 16-23)
- Stage 6: Train to Win (girls 18+, boys 19+)
- Stage 7: Active for Life (any age of participant).
The aim of stages 1-3 is to develop physical literacy before puberty so that children have the basic skills to be active for life. This physical literacy includes the wide variety of movement (running, jumping etc) as well as the basic sport skills (such as throwing, catching etc).
During these stages the children also make choices to engage in physical activity, sport or recreation activities and clearly if their involvement in sport is not enjoyable, they are less likely to make the choice to be physically active.
The stages also provide the foundation for those who wish to pursue “elite” training in a particular sport.
Importantly, physical literacy is influenced by the individual’s age but also factors such as maturation and capacity. Coaches should not simply divide players by age but should also look to “match” them taking into account physical maturation and social factors (e.g. playing with friends).
Stages 4-6 represent the “elite” specialization which allows athletes to reach their highest level. Basketball is a relatively late-specialization sport as the skills of the game do not need to be acquired prior to puberty.
Opportunities for all players
“Talent Identification” is a very inexact science. For every “rule” that exists (e.g. “players must be tall and athletic to succeed in basketball”) there are exceptions (Muggsy Bogues and Spud Webb both played in the NBA and were both shorter than 6 foot! (183cm)).
Whilst science loves averages and “typical” patterns, few players are actually average or typical. Coaches should provide opportunities for as many players as possible to participate in the sport.
Each national federation will have a pathway for athletes, and coaches should understand what that pathway is. Information can be obtained by speaking to other coaches or contacting the federation. Coaches should encourage players to participate in such programs.
Coaches of junior players should also be conscious of the “relative age” effect, which is simply that players physically mature at different rates and coaches may confuse physical maturity with ability. Players that are physically stronger will often have success at a junior level because of that physical difference, however as other players develop both physically and mentally they may become better than those players that initially dominated.
Coaches should consider the following guidelines in selecting players and in coaching those players:
- Develop all players equally. Whilst they have different talents and skill levels, the coach should give all players the opportunity to develop all aspects of the game.
- Don’t select players based upon last year. It can be difficult to make the decision on who will be in your team, particularly at a selection trial with many players vying for the team. There is likely to be a mix of players the coach is familiar with (perhaps having coached them before or having watched them play) and there may be some players who have previously trialled but who the coach did not select as well as some players the coach has not seen. Spend most of your time observing the players that you didn’t select last year and have never seen, so that you can get an “up to date” view on their ability.
- Select players based upon what you think you can teach them to do, not what they can currently do.
- When you don’t select a player, give them some practical feedback on areas that they can improve. Missing out on selection will often motivate players to “work on their game”.
Coaches may wish to use a “traffic light” approach to selections, particularly if they have more than one session.
In this approach coaches initially rank each player as either:
- green light (definitely progress to next stage of selection);
- red light (not up to standard for selection);
- amber light (unsure).
After this initial assessment, the coach should spend more time assessing the “amber” players.
Be demanding of your athletes but make your demands appropriate to their level of physical maturity. If in doubt as to what they can do, seek advice.