- (English) 2.2.1 Motion offence - 3 out, 2 in - screen the screener
- (English) 2.2.2 Motion Offence - 3 Out 2 In – multiple screens for the shooter
- (English) 2.2.3 Motion offence - 3 out, 2 In - Double Screens
- (English) 2.2.4 Motion offence - 3 Out, 2 In - Blind (Back) Screens
- (English) 2.2.5 Motion offence - 3 Out, 2 In - Pick and Roll with Triangle on Help Side
- (English) 2.2.6 Motion offence - 3 out, 2 in - cuts off high post screen
- (English) 2.2.7 Motion offence - 3 out, 2 in - 1v1 isolation
- (English) 2.2.8 Shot selection - importance of the corner 3
- (English) 3.2.1 Characteristics of long tournament play
- (English) 3.2.2 Long tournaments - selecting the team
- (English) 3.2.3 Long tournaments - preparing the team prior to tournament
- (English) 3.2.4 Long tournaments - scouting
- (English) 3.2.5 Long tournaments - keeping players fresh
- (English) 3.2.6 Long tournaments - coaching staff
- (English) 3.2.7 Long tournaments - organising the off-court
(English) Level 3
(English) 2.5.3 Late shot clock
(English) With the recent change to the shot clock only being reset to 14 seconds on an offensive rebound (instead of 24 seconds) the number of times in a match when an offensive team may be in a “late shot clock” situation is likely to increase.
In preparing teams for “late shot clock” situations, coaches should consider:
- Developing the awareness that players have of the shot clock;
- Offensive structure - what shot they want to get
Developing Awareness of the Shot Clock
There are many “little things” that coaches can do to help to develop the awareness that players have of the shot clock. It is probably too late if during a game the coach has to yell “shot clock” as it gets below 10 seconds!
Some things that can be done are:
- Use a shot clock in practice, preferably one that is visual not just a countdown by the coach. iPads or other tablet devices may have a countdown timer that can be used.
- Have drink breaks at practice that are timed to be 24 seconds – helping players get used to the 24 second time frame;
- Have players close their eyes and start counting on the coach’s signal. They open their eyes when they feel that 24 seconds has passed. Most will raise their hands early;
- Use a shot clock during scrimmage and reset it at random times. Whilst it is important that players learn the rules as to when a shot clock resets, they also need to be used to checking what is on the shot clock, and then communicating that to team mates. Some coaches place this responsibility on the point guard, however all players should develop it;
- “Time and score” scenarios – have teams specifically practice “late clock” situations. This can be done by either:
- Setting a scenario at the start of a scrimmage such as, there’s 12 seconds on the shot clock and the ball is on the wing;
- Starting a scrimmage with the rule that the team cannot shoot until the coach starts to count down from 10 – with this the coach can vary where the ball is (both location on the court and who has it);
- In any scrimmage, having a 14 second “shot clock” on any offensive rebound (this could also be reduced to 10 seconds).
Some coaches put in place a specific structure when the team is in a late shot clock situation, such as:
- On ball screen;
- “Flat” – ball to the point guard, other four players along the baseline;
- Dribble penetration and either shoot or pass to the perimeter for a shot;
- Get the ball into the key (either dribble penetration or pass to a post), attack the basket and try to shoot
- Ball reversal (to try to create opportunity for either dribble penetration or a shot).
What a particular team chooses to do will depend upon their level of experience and skill. With a young team, an on ball screen might be disastrous as it only creates a situation where there are now two defenders near or on the ball!
With young teams the rule may be as simple as if you have the ball and are in a position to shoot, then shoot! Part of the offensive structure might also be for designated rebounders to move toward the key, as a shot will happen soon.
With more experienced teams, the most important element is to get the ball into the hands of whichever player will make the best decision of what to do – whether that is shoot themselves, penetrate or make a pass to a team mate.
Teams also need to know who they want to shoot the ball - which player has the best chance of scoring. This will obviously depend upon the skill of each player but may also depend upon what “mismatches” exist.