2019 Coach Manual

COACH
V1.2
MANUAL
WELCOME Welcome to the Jr. NBA Youth Basketball program!
Thank you for choosing to be a part of the Canadian basketball family!

Whether it’s your first time coaching, or you’ve been in the game of
basketball for many years, thank you for taking your time to ensure our
young athletes are getting the best experience possible. As you start
your journey with JNYB you’ll experience basketball like never before.
Basketball in Canada is becoming an increasingly popular sport,

especially among youth. This drive and excitement gets young athletes
from coast to coast to enter the sport, but it is great people like you that
keep those athletes in the game by making it fun and creating memories
that last a lifetime.
We’ve tailored our new curriculum to focus on an athlete-first approach

so coaches can help their players grow on and off the court. We’ve also
reached out to multiple experts in many new areas of athlete development
to provide you with cutting edge content and knowledge to ensure you
have the best resources to help your athletes to be successful.
Once again, thank you for choosing to coach with JNYB; your effort and
energy does not go unnoticed!
Sincerely,
Canada Basketball
CONNECT
WITH US
https://jrnba.ca/ https://ca.nba.com/ https://basketball.ca/
USING THIS
This manual is designed by coaches for coaches with the intended purpose of providing
up-to-date and easy to follow coaching resources. The manual is intended to be used to
MANUAL help guide coaches through a successful session of Jr. NBA Youth Basketball.
JNYB COACH MANUAL 2

TABLE OF CONTENTS
4
5
CURRICULUM WRITERS
CONTRIBUTORS 34 5.0
ATHLETE CARE
6 1.0
COACH OVERVIEW
35
36
HYDRATION
NUTRITION
7 ABOUT JNYB
37 PREHAB & REHAB
8
38 6.0
OUR PHILOSOPHY
9 WHY KIDS PLAY SPORTS LIFE SKILLS
10 FAIR PLAY
39 HAVE FUN
11 2.0
LTAD
40
41
CONFIDENCE
COMMUNICATION
12 THE LTAD MODEL

42 MINDFULNESS
13 10 FACTORS OF LTAD
43 MANAGING EMOTIONS
14 PHYSICAL LITERACY
44 RESILIENCY
15 FUNDAMENTAL SKILLS
45 TEAMWORK
17 FUNDAMENTALS
46 LEADERSHIP
18 LEARN TO TRAIN
47 CORE MENTAL SKILLS
19
49
10 S’s OF TRAINING
7.0
BASKETBALL SKILLS
20 3.0
TEACHING 50 MOVEMENT
21 LEARNING TO TEACH
51 FOOTWORK
22 STAGES OF LEARNING
53 BALL-HANDLING
24 COMMUNICATION
54 LAY-UPS
26 GROUP MANAGEMENT
55 PASSING
27 INCLUSION 56 SHOOTING
57 REBOUNDING
28 4.0
LESSON DESIGN
58 8.0
TEAM CONCEPTS
29 LOADS
30 PHASES OF TEACHING
59 OFFENSIVE CONCEPTS
32 DRILLS AND GAMES

61 DEFENSIVE CONCEPTS
33 PRACTICE OUTLINE
JNYB COACH MANUAL 3
CURRICULUM WRITERS
MIKE MACKAY DAWN SMYTH GREG FRANCIS MICHAEL MEEKS
Ron has been heavily involved in the sports industry, and specifically in the sport of basketball
for over 15 years. Over this time, he has served in a number of important roles responsible
for the strategic development and implementation of grassroots basketball in communities
across Canada. Ron worked with the Toronto Raptors Basketball Club from 2000-2006, where
he was responsible for the successful growth and operation of the Raptorball Youth Leagues
and Jr. NBA/WNBA. In 2007, he was commissioned by Canada Basketball to design and
develop Steve Nash Youth Basketball (SNYB), a national youth development program aimed to
grow the game at the grassroots level. Following the guidelines of the Canadian Sport for Life
(CS4L) policy, along with researching best practices from other youth sport program models
RON YEUNG around the world, Ron was able to incorporate his vision to develop SNYB as the foundation of
the Canadian basketball development system.
Brandon worked for Canada Basketball as a Domestic Program Assistant, with a

focus on redeveloping the SNYB curriculum, including lesson plans and the drill bank.
Brandon graduated from the University of Waterloo from the Recreation & Sports
Business program with honours, and while attending U of W he was an Assistant
Coach with the Men’s program. He is a trained Coach Developer for the Coaches
Association of Canada and has a passion for youth sport/athlete development.
BRANDON BROCK
JNYB COACH MANUAL 4

CONTRIBUTORS Dr. Austin "Wade" Wilson is a Mental Performance Consultant and Lecturer in
the Faculty of Applied Health Sciences at the University of Waterloo. Wade has
been a Professional Member with the Canadian Sports Psychology
Association since 2008 and provides athletes, coaches and parents of
athletes with the mental skills, techniques and information to take their
performance to the next level and maintain success. Wade strives to empower
athletes and coaches to develop the connection between the mind and body
to inspire confidence and motivation for athletes to reach their optimal
performance and goals. Wade runs his private consulting business: Wilson &
Associates Mental Performance Consulting out of Kitchener-Waterloo Ontario
AUSTIN “WADE” area, and works with a variety of U-Sport Varsity Athletes, High-Performance
WILSON, Ph.D
Elite Youth Athletes, Amateur Athletes and Professional Athletes.
E: [email protected]
P: 226-868-5312
Alex Foster follows his love for basketball around the world as both a
professional player and youth coach. While playing overseas, Alex learned
how to use principles of mindfulness to maintain a healthy attitude towards
athletic performance. As a coach, he teaches the same tools directly to young
athletes through his basketball initiative, Sense Basketball. By combining
mindfulness with skill development, his curriculum focuses on the overall
wellness of youth athletes, which leads to long-term success as a player.
ALEX FOSTER
JNYB COACH MANUAL 5

1.0
COACH OVERVIEW
ABOUT JYNB
Jr. NBA Youth Basketball (JNYB) is a national youth basketball program designed to develop fundamental skills,
sportsmanship, and a love for the game of basketball. This NBA Canada & Canada Basketball grassroots initiative
empowers community sport groups, facilities, and clubs in an effort to positively influence youth through basketball.
JNYB was developed along the guidelines of Sport Canada’s Long-Term Athlete Development (LTAD) Model, a research
based approach to optimal ATHLETE DEVELOPMENT at all levels of sport. Focusing on physical literacy and the
fundamental skills, JNYB acts as the entry point to Canada Basketball’s Athlete Development Pathway.
JNYB believes sport is a powerful development tool, providing youth an opportunity to build character and life skills.
JNYB aims to take full advantage of this to DEVELOP THE WHOLE CHILD, not just the athlete, using activities that
teach goal setting, communication, teamwork, and more.
Young athletes play sports for fun, not to score points or win games. By maximizing player participation and
engagement while promoting fun and friendly competition, we help young athletes embark on a long and
successful basketball career by PUTTING FUN FIRST.
JNYB is based on an extensive review of existing community basketball programs across Canada and around the world
— EVERY COMMUNITY IS UNIQUE. As a result, the model offers the structural foundation for a youth basketball program
while remaining flexible enough to adapt to the needs, resources, and people of any community.
MISSION To empower youth and communities

across Canada through basketball —
the right way.
VISION For all youth in Canada to have the
opportunity to play basketball.
VALUES FUN Creating a positive environment that builds a life-long

enjoyment of sport and basketball.
PARTICIPATION Maximizing access and opportunity for young

Canadians to learn and play basketball.
Progressing athletes according to the LTAD

DEVELOPMENT Model, encouraging high performance
opportunities and be active-for-life athletes.
EDUCATION Providing coach and parent education through

NCCP training, full curriculum, Parent Guides,
and supporting resources.
CHARACTER Helping athletes make the most of their potential,

using basketball as a vehicle to develop character
and life skills.
JNYB COACH MANUAL 7

OUR PHILOSOPHY
Coaches are the most important factor of a quality youth sport program. Coaches drive philosophy, guide athlete
development, and foster a love of physical activity and basketball that JNYB aims to build in young athletes.
Everything —down to the JNYB mission, vision, and values—depends on you as a coach.
BE A PARTICIPANT BE A TEACHER BE A FRIEND

ROLES You are a leader. Be positive, You are an educator. Be You are a role model. Be
be attentive, and be engaged. organized, be flexible, and be honest, be kind, and be fair.
The best programs have the patient. Coaches guide the Youth sport offers a unique
best coaches, who set the development of every athlete opportunity to develop
tone early and often with — embrace this responsibility meaningful relationships with
energy and enthusiasm. to see all players improve. young athletes through sport.
THE CHILD THE ATHLETE THE PROGRAM

COMMITMENTS JNYB adopts a child-centric JNYB develops complete JNYB commits to
philosophy and a holistic athletes, emphasizing a delivering quality,
approach to basketball — strong foundation of all consistent, and
develop the child, not just fundamental skills. sustainable youth
the athlete. basketball programming.
Ensure players aren’t
Get to know the kids you limited to one position or Coaches are encouraged
work with, and promote skill set—coaches should to adapt the lesson
life skills in lessons. Create develop well-rounded plans to best meet the
an environment where (not one-dimensional) needs and abilities of
players are challenged to athletes. Play position- their participants, while
work cooperatively, think less basketball, and help understanding the value of
critically, and grow as people. athletes try new skills the program’s underlying
without being afraid to structure, philosophy,
make mistakes. and curriculum.
COACHES CREED AS A COACH WITH JR. NBA YOUTH BASKETBALL, I WILL…
• Embrace a child-centric coaching philosophy.

• Make basketball fun and enjoyable for everyone.
• Ensure activities are appropriate for the age, experience, and fitness of all players.
• Learn the game, its rules, and concepts as they apply to youth basketball.
• Be organized and prepared for each session.
• Act professionally regarding dress, language, and behaviour.
• Be a positive role model for athletes, parents, and other coaches.
JNYB COACH MANUAL 8

WHY KIDS PLAY SPORTS
WHY KIDS 1. HAVE FUN
2. IMPROVE SKILLS WHY KIDS 1. NOT HAVING FUN
2. LOSS OF INTEREST
PLAY SPORTS 3. STAY IN SHAPE

4. Do something they are good at
QUIT SPORTS 3. TOO MUCH TIME
4. Poor coach/instruction
5. Be part of a team 5. Too much pressure
6. For the challenge/competition 6. Choosing other activities
7. Learn new skills 7. Coach playing favourites
8. To win 8. An emphasis on winning
TIPS TO KEEP KIDS 1. Take a games approach to learning (see page 32)
2. Encourage your athletes to provide feedback on what they want to do
ENGAGED IN SPORT 3. Have kids choose the games and activities you do, and as a coach, facilitate play
Apache, R.R.G. Why kids Play Sports- And why they Quit. Retrieved from:
http://assets.ngin.com/attachments/document/0037/9955/Why_kids_play_sports.pdf
JNYB COACH MANUAL 9

FAIR PLAY
FAIR PLAY The Fair Play Principles apply to anyone who organizes, coordinates, and participates
in a community sport program. By promoting Fair Play Principles to all parties involved
PRINCIPLES (i.e. players, parents, coaches, volunteers, and officials) you will have a positive impact
on the sport experience and individual development of every child.
I. RESPECT THE RULES.

II. RESPECT YOUR OPPONENT.
III. RESPECT THE OFFICIALS AND THEIR DECISIONS.
IV. GIVE EVERYONE AN EQUAL CHANCE TO PARTICIPATE.
V. MAINTAIN SELF-CONTROL AT ALL TIMES.
PROMOTING
Fair Play Principles are a pillar of JNYB, ensuring the promotion of physical activity
and sport in a safe, secure, and positive environment. Establish clear expectations for
FAIR PLAY conduct of your players and parents early on, especially in competitive drills and
games. Children often learn through imitation—it is important to adopt and model the
Fair Play Principles yourself, so athletes learn those same principles in your sessions.
For many athletes, the difference between lifelong participation and early drop out is
whether or not they enjoy their youth sport experience. Athletes who feel they are
treated unfairly, who don’t get a chance to play, or who are marginalized by their
peers are much less likely to remain active in sport. Other athletes may be over
competitive, placing too much emphasis on scoring points or winning games, and not
enough on sportsmanship and teamwork.
JNYB CODES In an effort to highlight the Fair Play Principles, NBA Canada and Canada
Basketball has approved a set of Codes of Conduct for JNYB program hosts,
OF CONDUCT coordinators, and participants. It is recommended that all JNYB programs

and staff communicate these codes to participants, even posting the codes at
facilities and sessions. These Codes of Conduct represent the philosophy and
environment necessary for all JNYB programs, though hosts may adapt the
codes to best suit their needs.
The JNYB Codes of Conduct can be found online on Game Plan with the other
JNYB resources.
JNYB COACH MANUAL 10

2.0
LTAD
THE LTAD MODEL
LONG-TERM The Long-Term Athlete Development (LTAD) Model is based on the Canadian Sport for Life
(CS4L) Resource Paper, put together by Canadian world leaders in the areas of child and
ATHLETE sport development.
DEVELOPMENT The LTAD Model is athlete centred and coach implemented, and is supported by parents,
administrators, and sport science professionals. The model strives to accommodate
individuals of all abilities and skill levels to ensure everyone has an opportunity to play. LTAD
incorporates multi-stage training, competition, and recovery pathways guiding an individual’s
experience in sport and physical activity from infancy through adulthood.
LTAD ensures Physical Literacy in all children, encouraging lifelong activity and wellness and
providing a training path for high-performance athletes. The model focuses on the general
framework of athlete development, ensuring proper growth, maturation, and physical and
mental development. There are seven stages in the LTAD Model — JNYB focuses on two:
FUNDAMENTALS (5-9) and LEARN-TO-TRAIN (9-12).
The overall aim of the LTAD Model is two-fold:
I. To allow participants to find fun, fitness, social interaction, and self-fulfillment through
an all-inclusive sport environment.
II. To develop competitive pathways that are developmentally appropriate and lead players
to the highest possible levels of achievement.
FUNDAMENTALS TRAIN-TO-TRAIN TRAIN TO WIN
ACTIVE START LEARN-TO-TRAIN TRAIN TO COMPETE ACTIVE FOR LIFE
BASKETBALL To help frame athlete development, the BASKETBALL PYRAMID combines the four big skills
with the four teaching progressions—JNYB develops each skill, emphasizing the fundamental
PYRAMID and technical teaching progressions.
MENTAL SKILLS TACTICS

LIFE SKILLS
STRATEGIES
TECHNICAL
PHYSICAL SKILLS FUNDAMENTALS

BASKETBALL SKILLS
Canadian Sport for Life. (2017). Long-Term Athlete Development Resource Paper (2.1). Retrieved From
Sport for Life http://sportforlife.ca/wp-content/uploads/2017/04/LTAD-2.1-EN_web.pdf?x96000&x96000

10 FACTORS OF LTAD
PHYSICAL The cornerstone of both participation and excellence in physical activity and sport, physical
literacy is a priority prior to a child’s adolescent growth spurt. Physically literate individuals
LITERACY are more likely to achieve sport success and remain active for life.
SPECIALIZATION Late-specialization sports (like basketball) require athletes to play other sports until they are
over 12-years-old. Early specialization can cause overuse injuries, burnout, early retirement,
and limit fundamental skills. Coaches should develop “global players”, where every player
learns the skills for every position.
DEVELOPMENTAL Physical, mental, and emotional maturity refers to one’s development age — and not everyone
matures at the same rate. Sport often uses chronological age (i.e. years) for distribution,
AGE pushing early-maturing athletes into elite streams prematurely (limiting their fundamental
skill development) and late-maturing athletes out of competition entirely (limiting their
opportunities to advance in the sport system).
SENSITIVE Specific windows in maturation create conditions for optimal development for a specific
skill or physical capacity. If these windows are missed, a child may never reach their
PERIODS greatest athletic potential.
HOLISTIC Coaches should focus on all areas of athlete development, finding a complimentary balance
in mental, cognitive, and emotional development. Quality sport programs aim to develop
DEVELOPMENT well-rounded and self-reliant individuals and athletes.
PERIODIZATION
A time management approach to athlete development, periodization gives a framework
for the frequency, intensity, and volume of training to ensure optimal efficiency.
COMPETITION Adult competition models are often imposed on youth sport. In childhood, the focus of all
activities should be on fun first, with limited structured competition. As athletes mature,
competition should still be no more than 30% of one’s sport participation.
EXCELLENCE
Research suggests it takes at least 10 years of training for a talented athlete to reach an
elite level — elite is defined as when an athlete specializes in one sport. Development is
TAKES TIME a long-term process, and there are no shortcuts to achieving excellence.
SYSTEM Pathways for sport participants must be clearly defined with multiple entry points. There
is an interdependence between physical education, persons with disabilities, school sport,
ALIGNMENT competitive sport, and recreational activities. Program connections across these channels
must exist to ensure smooth transitions between stages.
KAIZEN Continued improvement (Kaizen) refers to an ever-changing sport climate, and the need
to stay in touch with relevant issues and trends. To optimize the sport system, basketball
uses sport science, medical plans, and integrated support teams.
LTAD Model 2.0

Canadian Sport for Life. (2017). Long-Term Athlete Development Resource Paper (2.1).
Retrieved From Sport for Life http://sportforlife.ca/wp-content/uploads/2017/04/
LTAD-2.1-EN_web.pdf?x96000&x96000 JNYB COACH MANUAL 13
PHYSICAL LITERACY
Physical Literacy gives children the tools to take part in physical activity and sport, and is a key component of the
LTAD Model. Physical literacy refers to the mastery of fundamental movement skills (FMS) and fundamental sport
skills (FSS), and the ability to perform and transfer those skills across contexts, sports, and other activities.
It is one thing to be able to run, it is another to run on

pavement, wet grass, or a court. It is one thing to throw PHYSICAL LITERACY
an object, it is another to toss a discus, pitch a baseball,
and shoot a basketball. It is one thing to jump high, it is
another to spike a volleyball on a beach court, jump for
a frisbee on turf, or elevate for a rebound in the gym. MOTIVATED ABLE TO
TO MOVE MOVE
One goal of LTAD is to develop a healthy nation
of physically literate individuals, who move with
competence and confidence in varied physical activities.
This development also enhances one’s physical and
psychological wellness, allowing for the pursuit of sport
excellence based on ability and motivation.
CONFIDENT
TO MOVE
TALK TO PROMOTE MAX

PROMOTING PARENTS VARIETY PARTICIPATION
PHYSICAL Discuss the idea of Physical Make sure that both parents Design sessions and
LITERACY Literacy with parents, about

why it is important and how
they can help encourage
and players understand
the value of multi-sport
participation. Encourage
activities for maximum
participation from players
and coaches (the less
development at home. parents to have their standing around in practice,
Ensure parents also receive children in a variety of sport the better). Some children
the JNYB Parent Guide, a and physical activities, both struggling with a skill may
resource specifically for formal and informal withdraw from an activity
youth sport parents. (i.e. active play). — encourage them to stay
involved, even working with
them one-on-one to help
them gain confidence.
BE APPLAUD
REALISTIC MISTAKES
Understand that young The best way for children
athletes are still learning, to learn new skills is by Active for Life.
Canadian Sport for Life. (2017).
and the fundamentals experimenting, making Long-Term Athlete Development
need to be developed mistakes, and going Resource Paper (2.1). Retrieved
before working through through the experience. From Sport for Life http://
sportforlife.ca/wp-content/
skill progressions. Children Create an environment uploads/2017/04/LTAD-2.1-EN_web.
will master physical skills where players are not afraid pdf?x96000&x96000
at different rates despite to fail, and are applauded
going through the same for trying skills outside their
stages of development. comfort zone.

FUNDAMENTAL SKILLS
FUNDAMENTAL Fundamental movement skills offer the foundation of all movement, and are a
vital component to the physical development of a child. Without these basic skills,
MOVEMENT development of fundamental sport skills is extremely limited.
SKILLS Without learning and experimenting with different throws, a young player may not
be able to take a jump shot. Without practicing catching, a young player may have
difficulties receiving a pass. Without a base of agility, balance, and coordination a
young player may struggle on defense.
AGILITY BALANCE COORDINATION
RUNNING JUMPING THROWING CATCHING KICKING STRIKING
ANDREW Consider Andrew Wiggins,

current NBA player and previous
WIGGINS NBA Rookie of the Year.
Wiggins began his athletic

career in track-and-field,
developing fundamental
movement skills and learning
how to move well. Now Wiggins
sees those same movement
skills transfer, helping him
succeed on the basketball court.

FUNDAMENTAL SKILLS
FUNDAMENTAL With a foundation of fundamental movement skills, children are better equipped to
understand and perform a wide range of fundamental sport skills. Sport skills are the
SPORT SKILLS essential skills specific to each sport.
The fundamental sport skills for basketball give young players the essential tools they
need to be successful in basketball. But it is also important for players to develop
sport skills from other sports as well. Many fundamental sport skills transfer between
sports, and help contribute to the development of well-rounded athletes.
BALL HANDLING PASSING SHOOTING LAY-UPS
REBOUNDING OFFENSE DEFENSE
STEVE Consider Steve Nash, two-time NBA

MVP, eight-time NBA All-Star, and
NASH former member of Canada’s Senior

Men’s National Team.
Despite enjoying a long career, Nash

did not start playing basketball until
he was 12-years-old — and as a teen
he played soccer, hockey, baseball,
and was an avid skateboarder. Nash’s
basketball success stems from the
skill sets he developed in other sports.

FUNDAMENTALS FUNDAMENTAL SKILLS
30%
BASKETBALL SKILLS
30%
MOVEMENT SKILLS
MALE
AGE 5-9
FEMALE
AGE 5-8
30%
INDIVIDUAL SKILLS
10%
TEAM CONCEPTS
TECHNICAL SKILLS
MOVEMENT & CHARACTERISTICS STRATEGIES

• Limited muscle development / • Foster a passion and excitement for basketball
BASKETBALL fine motor skills

• Learn to use muscles through
• Develop ABC’s—agility, balance, coordination
• Use brief, vigorous activity with lots of rest breaks
SKILLS movement discovery and exploration
• More engaged when enjoying the
• Try a variety of movements and exercises
• Focus on movement while emphasizing fun
activities
• Develop strength through body weight exercises
• Learn best through fun, positive,
inclusive games
MENTAL & CHARACTERISTICS

• Learn through exploration and imitation
STRATEGIES
• Play games giving children roles
LIFE SKILLS • Form bonds and seek attention from

role models
• Teach children to win and lose with grace
• Use small groups and include everyone
• Typically sportsmanlike, cooperative, • Let children experiment and express creativity
and listen well to adult figures
• Give lots of praise and recognition
• May struggle with ownership/
• Introduce simple rules of fair play
coping with losing

LEARN TO TRAIN
FUNDAMENTAL SKILLS
20%
BASKETBALL SKILLS
20%
MOVEMENT SKILLS
MALE
AGE 9-12
10%
OFFENSE/DEFENSE FEMALE
STRATEGY
AGE 8-11
30% 20%
TEAM CONCEPTS
INDIVIDUAL SKILLS
TECHNICAL SKILLS
MOVEMENT &
CHARACTERISTICS STRATEGIES
• Major learning stage for all children: all basic • Focused on performance, and critical of failure
BASKETBALL sport skills should be learned before puberty

• Some development in larger muscle groups
• Better able to concentrate / make connections
• Begin to divide into leaders and followers
SKILLS • High energy, but more prone to fatigue
• Better awareness, coordination, and tracking
• Respond stronger to youth peers than adults
• Keen to display independence, though still seek
• Willing to experiment with new movements recognition for achievements
MENTAL &
CHARACTERISTICS STRATEGIES
• Intro training concepts like nutrition and rest • Design activities for small groups or teams
LIFE SKILLS • Emphasize skill mastery through drills and games

• Introduce basic offense/defense concepts
• Incorporate skill repetition and self-evaluation
• Foster decision making and team building
• Develop a sense of the game and a comfort • Give positive feedback and recognize success
incompetitive situations • Introduce mental preparation

10 S’s OF TRAINING
THE BASIC 5 OPTIMAL TRAINING PERIODS
MALE FEMALE
STAMINA Onset of growth spurt Onset of growth spurt
STRENGTH 12-18 months after growth spurt Immediately after growth spurt
SPEED Ages 7-9 and 13-16 Ages 6-8 and 11-13
SPEED Ages 9-12 Ages 8-11
SUPPLENESS Ages 6-10 and during growth spurt Ages 6-10 and during growth spurt
THE EXTRA 5 THINGS TO CONSIDER
MALE & FEMALE
STATURE Tracking standing height, sitting height, and arm span every 3-
months during development stages allows for determination of
optimal training periods.
SCHOOLING Account for school work load, personal relationships, and other life
commitments when programming for athletes.
(P)SYCHOLOGY Emphasize concentration, mental training skills, and a positive attitude

at all stages of development.
SUSTENANCE Nutrition, hydration, rest, sleep, and an overall balanced lifestyle must
be considered at all stages of development.
SOCIOCULTURAL Use sport as a means to broaden the perspective and experiences of

young athletes, enhancing appreciation of different societies and cultures.
Canadian Sport for Life. (2017). Long-Term Athlete Development Resource Paper (2.1). Retrieved From
Sport for Life http://sportforlife.ca/wp-content/uploads/2017/04/LTAD-2.1-EN_web.pdf?x96000&x96000

3.0
TEACHING
LEARNING TO TEACH
PROCESS >
There are two approaches coaches can take when teaching a skill—each emphasizing a different
aspect of that skill. When working with youth athletes (especially when introducing or developing
PRODUCT
a new skill) coaches should use a process focus rather than a product focus.
PROCESS FOCUS
The process approach highlights the skill execution; whether technique is improving and how
comfortable the athlete is performing that movement or skill. This method is optimal for much of
youth education, but especially in sport. A focus on the athlete’s process helps them become more
self-aware, and allows them to make their own corrections in the future.
PRODUCT FOCUS
The product approach highlights the skill outcome; whether the intended result of the skill was
achieved, regardless of technique. While there are exceptions, this method can often hurt youth
development, especially in sport. A focus on the outcome or result places unnecessary pressure on
the athlete to achieve that desired outcome, distracting from whether or not the skill was actually
preformed correctly.
FEEDBACK As the biggest contributor to skill development, giving appropriate and constructive feedback is key
for any youth coach. Throughout a season, look to improve your feedback, both in what you say and
how you say it.
• Use feedback after both successful AND unsuccessful skill performances

• Summarize feedback after multiple attempts (instead of after every repetition)
• Use positive words like “do” and “try” and avoid negative words like “don’t” or “stop”
• Give “bandwidth feedback” to correct only when errors exceed a certain threshold
• Ask athletes what they think is working, and what they need to improve on
TYPES OF FEEDBACK
PROGRAM Helps beginners understand basic technique of movement patterns,

FEEDBACK such as relative timing of skill components (i.e. footwork for a lay-up) or
emphasis on specific motions (i.e. step into a pass). Program feedback
should be short and easily understood.
PARAMETER Provides advanced players adjustments to movement patterns, such as

FEEDBACK improving inefficiencies (i.e. flick the wrist for more rotation on the ball)
or focusing attention on one aspect (i.e. arms up on defense to shrink
passing lanes). Parameter feedback should be specific, in instruction
and desired effect.
VISUAL & Offers non-verbal cues for players who may be struggling with program
PHYSICAL or parameter feedback. Either through demonstration (visual) or contact
FEEDBACK and guided movement (physical) coaches can emphasize specific
teaching points in a new way.

STAGES OF LEARNING
Everyone goes through the same learning process regardless of who they are or what skill or concept they
are learning. Players will pick up certain skills slow or faster than others, but the phases of learning remain
the same. Effective delivery of lessons and drills should consider the four stages of learning:
I. SUPPLY Provide information about the skill
II. PROCESS Relate or analyze the skill
III. EXPERIENCE Implement and practice the skill
IV. REFLECTION Evaluate and experience the skill to improve understanding
STAGE I: First, youth athletes are introduced to the new skill with the basic information that is easily understood.
The best way to introduce a new skill to young players is through demonstration—specifically a “show-
SUPPLY and-tell” method that makes use of the three learning styles:
LEARNING STYLES
I. VISUAL The physical demonstration by the coach
II. AUDITORY A verbal description of the demonstration
III. KINESTHETIC The imitation and repetition of the demonstration by the athlete
TIPS FOR DEMONSTRATIONS

• Be visible, ensuring all athletes can see and hear the demonstration (see Teaching Formations)
• Demonstrate without the ball first, highlighting what it should look and feel like
• Use descriptive words which will be helpful cues when coming back to that skill
• Keep your demonstration short and simple—if you’re long-winded, athletes will become disengaged
• Ask if there are any questions, either to the group or to individuals
STAGE II: An often forgotten stage of learning, processing allows athletes to digest the information to understand
the how, when, and why of a new skill through questioning. Use leading questions to draw information
PROCESS from athletes, gently guiding their thought process so they can come to the answer themselves.
LEADING QUESTION EXAMPLES

I. We want our stance to be low and wide when in triple threat—what is the reason for this?
II. If we are taking a shot at the basket, where should your follow-through be pointing?
III. Try to keep your head “on a swivel” on defense. Can you tell me why this helps?
TIPS FOR QUESTIONING
• Show the athletes you care about what they think—be patient and respect all answers
• Put yourself in the athlete’s shoes to consider their perspective
• Encourage honest responses, not answers they think you want to hear

STAGES OF LEARNING
STAGE III: Create situations so athletes can practice skills through experimentation, repetition, and guided
competition. As athletes refine their technique, guided competition (offense/defense) can introduce
EXPERIENCE simple decision making to help deepen their understanding of the how, when, and why the skill is applied.
GUIDED DEFENSE GUIDED OFFENSE
Guided defense is used to improve Guided offense is used to improve

offensive skills. A player (or coach) defensive skills. A player (or coach)
acts as a “fake defensive player”, acts as a “fake offensive player”,
behaving predictably and moving behaving predictably and moving
slowly to allow the offense to slowly to allow the defender to react.
succeed. Progress by allowing the Progress by allowing the offense to
defense to play “live” and adapt to play “live” and react freely based on
the offense, adding another layer of the defense, adding another layer of
decision making. decision making.
TIPS FOR GUIDED COMPETITION

• Use guided competition to modify drills and games to progress skill development
• Ensure athletes are challenged enough to make decisions
• Reinforce technique through cue words
• Rotate athletes from guided defense/offense to the decision maker in the activity
• Allow for plenty of time for repetitions
• Applaud creative decision making and effective guided offense/defense
• Progress to “live” offense/defense to reinforce decision making at game-speed
Effective learning requires appropriate feedback (this is where the art of coaching really comes
STAGE IV: into play). Constructive feedback is vital to correct errors and maintain motivation as athletes
REFLECTION
practice a skill/concept. Keep feedback positive, and include variety—nothing frustrates a
young athlete more than hearing the same correction from a coach over and over without any
improvement in performance.
This phase is also another opportunity to ask leading questions to encourage self-reflection and
confirm that participants truly understand the new skill. Ask athletes what went well, what
didn’t go well, and how they might improve moving forwards.
It’s also a great time to spend doing individual work with athletes. All players struggle with
something—be sure to address these individually rather than assuming every athlete is going
through the same challenges.
TIPS FOR REFLECTION

• Individualize your coaching style to the learning style (and skill development) of each athlete
• Return to earlier phases of learning if athletes are struggling significantly
• If athletes have mastered the skill, encourage them to get creative and
practice the skill in new ways

COMMUNICATION
THINGS TELL STORIES Tell a story to convey a lesson or idea. Children will be more likely to stay
TO SAY engaged if your lesson has a narrative and characters they can relate to.
USE Refer to lines on the court and walls in the gym when giving direction. It
LANDMARKS may help to review landmarks with athletes at the beginning of the season.
SPEAK TO Be clear, concise, and speak to the level of the athlete. Remember you are
THEIR LEVEL working with kids—simple instruction and expectations go a long way.
REPEAT KEY Make use of distinct and consistent key words. Coaches tend to talk a lot, but you
WORDS can cut back on “over instruction” by using cues everyone is already familiar with.
BE Use animated words to help convey more abstract concepts. Children will
DESCRIPTIVE always understand words like “freeze” and “pop” and “explode”.
BE Make eye contact, say names, and use humour. Get to know your athletes and
PERSONABLE let them get to know you to strengthen your relationship with the group.
THINGS CREATE A Foster a culture of support and positivity. Remember that kids play sport to
TO DO
CULTURE have fun, so create an environment that makes this a priority.
HOLD THE Make your life easy, and have a strategy for players to hold (not bounce)
BASKETBALLS basketballs during instruction. Try a pose (“statue” or “between your legs”) or
cue (“balls away”).
SPEAK Use your hands, move around, and use demonstrations. The best speakers are
ACTIVELY active speakers—and the same goes for coaches.
REWARD Applaud athletes who are listening and involved. If one athlete is engaged, recognize
ENGAGEMENT them. This will encourage others to follow suit, improving the lesson for everyone.
ASK Get athletes engaged by asking them questions. If children are given the
QUESTIONS opportunity to contribute (and ask their own questions) it’s more likely the
lesson will sink in.
SHOW Make your passion obvious: as a coach you set the tone and energy level
ENTHUSIASM in the gym. Enthusiasm is infectious, so if you bring it you can expect your
athletes to as well.

TAKE ENERGY TO EVERY
PRACTICE. THATENERGY
WILL TURN INTO
EXCITEMENT AMONG
YOUR ATHLETES AND THE
ATHLETE EXCITEMENT
WILL BRING YOU MORE
ENERGY AS A COACH.
RON YEUNG (MANAGER OF JNYB)
GROUP MANAGEMENT
Managing a group of youth athletes can be a challenge at times—there’s no way around it. As a coach, it
helps to have some tricks up your sleeve to help control and direct your group so everyone gets the most out of
a session. Coach should customize their strategies as they gain experience, but these can help get you started.
I. STATE RULES POSITIVELY

Make use of positive phrasing (with words like “try” and “always” and “do”) instead of relying on negative phrasing
(with words like “don’t” or “shouldn’t”) to help build a culture of positivity.
II. OUTLINE CONSEQUENCES

Work out a plan to deal with general (and specific) disciplinary issues. Explain these policies to your group at the
start of the season, so athletes (and parents) have a clear understanding of program protocol.
III. ESTABLISH SIGNALS

Blowing a whistle, clapping your hands, holding a finger to your lips—these can all be signals for players to look
and listen. Again, introduce these at the start of the season so athletes learn them quickly.
IV. USE EQUIPMENT RULES

Managing equipment (both yours and your athletes) in a hectic gym can be tricky, so outline safe and
proper use (and clean-up) of all equipment before and after activities. Emphasis on “safe”.
V. BE A ROLE MODEL
Children learn through imitation, so behave as you want your athletes to behave. If you are calm and collected,
respectful and honest, and put others before yourself, your athletes will follow suit.
TEACHING There are a ton of different ways to situate your group when teaching lessons or giving a
demonstration. A few favourites are listed below, but there are two factors you’ll always
FORMATIONS want to consider:
A. CAN EVERYONE SEE YOU? B. CAN YOU SEE EVERYONE?
SEMI-CIRCLE CIRCLE LINE
C
C
C

INCLUSION
MAKE THE It’s important to note that many programs across the country include athletes with and without
various disabilities. While it’s not expected that all coaches will be experts in disability, it is ultimately
SPORT up to coaches to provide a supportive, welcoming and inclusive environment consistent with the
values of the Jr. NBA program.
INCLUSIVE Inclusion means that all athletes experience meaningful participation, feelings of belongingness,
and autonomy over how they participate. Inclusion is more than a checklist, strategy, or body of
knowledge: it’s a philosophy of teams and programs, and a culture created through role modeling,
behaviour expectations and acceptance of the diversity each athlete brings to the team. Just as
coaches adjust their coaching to fit individual learning styles, they can adjust to meet other needs of
their athletes as well.
If you do have an athlete with a disability, there are many resources available if you have questions
about strategies you can use to enhance inclusion in your program. The athlete, their family, and
their family’s support network may provide all the help you need to execute an exceptional athletic
experience. Remember, many high performance athletes display quirks that make them unique! With
a nurturing and supportive environment, coaches have the ability to set athletes on their own unique
path to their own unique success.
To learn more about sport inclusion, check out these resources:
http://www.sportdevelopment.org.uk/index.php/subjects/98-disability-
sport-a-physicalactivity/748-the-inclusion-spectrum
https://www.coach.ca/coaching-athletes-with-a-disability--s17345
1. Black, K. Stevenson, P. (2011). The inclusion spectrum. Disability sport & physical activity. Retrieved from http://www.
sportdevelopment.org.uk/index.php/subjects/98-disability-sport-a-physical-activity/748-the-inclusion-spectrum
2. Coaching Association of Canada. (2018). Coaching Athletes with a Disability. Retrieved

from https://www.coach.ca/coaching-athletes-with-adisability--s17345

4.0
LESSON DESIGN
LOADSLOADS & Effective youth coaching is about adapting activities to the skills and development needs to
your players. Making modifications to drills and games can highlight particular skills in order to
MODIFICATION maximize their development while offering players a new challenge to keep them engaged. For
instance, through modifications and loads, we can make a wall toss drill into a full-court 5 on 5
transition drill.
PASSING
• Teams must make a minimum number of passes before attempting a shot
• Each player on a team must receive a pass before the team attempts a shot
• Players are not allowed to dribble, advancing the ball only by passing
• Teams must pass to a specific spot (i.e. top of the key) before attempting a shot
SHOOTING
• Players are only allowed to score from inside the key
• Players are only allowed to score from outside the key
• Players are only allowed to take lay-ups (i.e. no jump shots)
• Players are not allowed to shoot if they have taken a dribble (i.e. “catch-and-shoot” or “cut-and-finish”)
BALL-HANDLING
• Players are only allowed to dribble with their non-dominant hand
• Players are only allowed 3 dribbles before they must pass
• Add an additional defender to challenge the ball handler
• Players must take at least 1 dribble before attempting a shot
FOOTWORK
• Change the way players are allowed to move (i.e. pivoting instead of running)
• Players are only allowed to jump off their left foot
• Players are only allowed to jump off two feet
PLAYERS
• Add a guided offensive player to the drill to aid either the defense or offense
• Add a guided defensive player to the drill to aid either the offense or defense
• Add a player to progress the drill to the next stage
BOUNDARIES
• Adjust the boundaries of the basketball court to make the game more or less challenging
• Add unique spots to the floor that players need to get to (i.e. Get to the paint 5 times in 30 seconds)

PHASES OF TEACHING
Much like how Fundamental Movement skills are the baseline progress for Fundamental Sport Skills, each
Fundamental Sport Skills is a foundation for in game performance: from first trying the skill in the practice, to
then performing it in overtime of the Gold Medal game in the Olympics.
However, getting athlete skill levels up to Olympic standard is not a one-step process. Canada Basketball
identifies 4 unique phases of teaching, standard for every skill that will aid in the progression of an athlete.
Used in unique combination, these phases will give your athletes the greatest opportunity to achieve success on
the floor. Moreover, note that not every skill needs to go through the A to D progression. Some skills you may
want to start at a “C” or some skills may jump straight to “B” or “D”. The balance comes in the “Art of Coaching”
knowing when to teach the skill and at what Phase to best ensure proper learning.
PHASES A:
• FORM FIRST. SPEED SECOND.
• Use implements/tools to assist in form
ON AIR and speed.

• For example: Pylons, chairs, guided player
Effective form
& ineffective
EFFECTIVE
FORM Effective form
& effective
(FORM & SPEED) to force change of direction. speed speed
• Restrict the number of dribbles to force
the player to go faster. INEFFECTIVE EFFECTIVE
SPEED SPEED
• Give them time to wobble, to figure it out
for themselves. Too much instruction too
Ineffective Ineffective
early freezes the mind. form & form &
• Phase A is mostly used early in practice during ineffective INEFFECTIVE effective
warm-ups, cool downs, and for review. speed FORM speed
• Phase A should be used sparingly in the initial

teaching, where players need to visualize both
the offense and defense.
PHASES B:
• DECISION FIRST. TIMING SECOND.
• Important to have an accurate cue. EFFECTIVE
DECISION
Inffective Effective
What does the player see in the game? TIMING
decision & decision &
• Must always be an “either/or” in order effective effective
MAKING for a decision to exist.

• Load in decisions as they become relevant.
timing timing
(GUIDED) For example, on the catch in dynamic 1-on-1:

INEFFECTIVE
DECISION
EFFECTIVE
DECISION
• Cross over or curl vs shade or force defense;
• Back door vs over play or deny defense; Ineffective Effective
• Shot or attack vs stag defense; decision and decision &
• Space pivot- static 1-on-1 or dribble centre ineffective INEFFECTIVE ineffective
timing TIMING timing
vs neutralizing defense.
• Phase B is mostly used early in practice
for individual or small group work or later in
practice to initiate Phase C or D drills.

PHASES OF TEACHING
PHASES C: • EXECUTION FIRST, PRESSURE SECOND.
• Levels of pressure — these need to be guided EFFECTIVE
1 ON 1
Effective Effective
to move players out of comfort zones. EXECUTION
execution execution vs.
 • Sag, Hand Pressure, Bump vs. limited disruptive
(EXECUTION & • A Phase C drill is not only 1-on-1, it is where pressure pressure
we control the defensive pressure and the
PRESSURE) offense is not entirely free or live. LIMITED DISRUPTIVE
PRESSURE PRESSURE
• Phase C drills are used to execute any skill
that must be executed vs defense. Ineffective Inffective
For example: execution execution vs.
• Passing to a post - The player passing vs. limited INEFFECTIVE disruptive
pressure EXECUTION pressure
the ball has a defender applying body
pressure. The post receiver has a player
behind. The players must execute the
pass. They are not playing free to screen
or cut.
PHASES D:
• EXECUTION FIRST, HIGH LEVEL
CONTEXT SECOND.
Effective
GAMES • Making decisions at the unconscious

competent level in the context in which
Effective
execution
local context
EXECUTION execution in
the highest
(EXECUTION IN the competition is being played. possible
context
• Players are given some structure (rules),
COMPETITIVE but are allowed to play free. CONTEXT
CONTEXT) • These types of drills make up the bulk Inffective
of the practice. Ineffective execution in
execution in a the highest
local context possible
context
POINTS TO • We do not always teach the four phases in chronological order.

• It is often best to start with a games approach (Phase D) to identify what is required.
PONDER • Phase D drills allow players to play the game and solve problems. The majority of drills
should allow players to be creative within a prescribed structure.
• Many drills can be combinations of the different phases.
• A drill may start with a guided defender (Phase B), or a type of pressure (Phase C)
on the first possession, but in transition, morph into a Phase D competitive drill.
• A transition drill may be 5 on 0 (Phase A) going down the floor and come back 5 on 5.
• Give the players a little structure to allow them to play free.
• Do not fill their minds up with too much detail, therefore preventing them from making decisions.
• This will be ugly at first - allow them to play through it.

DRILLS AND GAMES
TYPES OF CONSTANT PRACTICE VARIABLE PRACTICE
DRILLS A single skill practiced over and

over in a short period of time, with
A single skill practiced in a variety of situations
(determined by the coach/other players).
rapid repetitions.
Develops open skills. Open skills take place in
Develops closed skills. Closed skills unpredictable contexts requiring skill adaptation.
take place in predictable contexts
where the skill is unaffected. Example: 2-on-1 (passing against a defender)
Example: Wall passes (50 in a row)
BLOCKED PRACTICE RANDOM PRACTICE
A variety of skills performed in A variety of skills performed in a random order

distinct sequential segments, also (determined by the coach/other players).
known as “chunks”.
Develops advanced skills. Allows for increased
Develops beginner skills. Allows skill retention and player adaptability.
for increased skill acquisition and
improved player confidence. Example: Crossover moves (against a defender)
Example: Dribbling course (right

hand, left hand)
GAMES In the games approach to practices, the coach will allow the player to play a game, or a slight variation
of it, in order to learn more skills quicker. This should be done in place of the drills in practice that could
otherwise be made into a game. Within these games, coaches will put in place rules or intervention
APPROACH strategies within the rules of the actual game in order to have the player focus on something specific.
THEORY BEHIND A GAMES APPROACH:

• Every child should have the opportunity to participate in fun and challenging sporting activities
• Remove the idea that play must become work in order to have improvement
• Gets a beginner playing a game as quickly as possible
• It allows players to be more creative and innovative
THE THREE FUNDAMENTAL PRACTICES OF A GAMES APPROACH:
SHAPE PLAY By using different rules, you shape the direction in which the game develops.
FOCUS PLAY By focusing on specific aspects of the game, the coach can guide
improvement in a certain area.
ENHANCE Enhance learning by making improved performance appear important and

PLAY meaningful. Present challenges, time restraints, handicap teams, or individuals.

PRACTICE OUTLINE
PRE-PRACTICE Have a coach meeting to assign admin tasks, and review session skills and drills.
Execute a safety check, set up any spectator area, and organize equipment. Finally,
welcome participants as they arrive and sign-in.
FREE Before the start to the session, encourage players (and their parents!) to try new skills,
SHOOT play with friends, or shoot freely on their own.
FIRST Bring players in for a huddle to start the session. Review the skills learned in the
previous session, and preview the skills that will be taught this session—each session
HUDDLE focuses on one sport skill and one life skill.
DYNAMIC Execute a series of dynamic (not static) stretches so players can loosen and activate
their muscles before exercise to avoid injury. Be sure to lead (or have a player demo)
STRETCHING each stretch.
WARM-UP Play a big group warm-up game that develops fundamental movement skills. Use the
Re-cess Guardians approach, having small groups of players introduce and lead the
GAME game to the rest of the group.
SKILL Each session has a specific skill focus. Review the key teaching points and short
DEVELOPMENT activities to introduce and develop that skill with players.
DRILLS & Play short drills and games specifically designed to help players practice their new
skill(s) in a fun environment that still challenges their learning.
GAMES
GAME- Slowly build up to a large group game (or 3X3 scrimmages) to give the players
opportunity to apply their new skill(s) in structured competition.
PLAY
COOL- Each session has a specific life skill focus. Run through a cool down designed
to help players develop as well-rounded people.
DOWN
FINAL Bring players in for a huddle to end the session. Review the skills learned in
the previous session, and review the skills that were taught this session.
HUDDLE
POST- Be sure to meet and greet parents as players are picked up, discussing the session and
their child. Always tear down and clean up the gym, including any equipment. Hold a
PRACTICE quick coach debrief to share feedback on the session, and preview the next session.

5.0
ATHLETE CARE
HYDRATION
SPORTS
Sports drinks - they are everywhere. We see them on TV, on the Internet, on bus benches, and
even on the court. Additionally, there is constant messaging targeted at our youth athletes by
DRINKS their professional idols endorsing the beverages so they must be the right option when it comes
to hydration, right?
AND Not quite. There is an abundance of information available reporting either that sports drinks aid
HYDRATION athletic performance, or they hinder it. But which is it?
THE FACTS:
• We know that during exercise our body loses water, electrolytes (salt), and carbohydrates (sugar)
• An average adult who partakes in 45 minutes of constant physical activities does not deplete
enough electrolytes to require the benefits of a sports drink1
• A typical sports drink contains 150 calories, 205 mg of sodium, and 35g of sugar2
It has been shown that sports drinks can help after prolonged periods of exercise however when
it comes to training in the Jr. NBA Youth Basketball program, water should be sufficient in helping
young athletes refuel and replenish any lost minerals.
With regards to hydration, refer to the chart below for the amount of fluids which are absorbed by
the body and should be replaced in one hour. It is recommended that these fluid amounts are not
replenished all at one time and they are taken in smaller amounts roughly 10-15 minutes apart.
APPROXIMATE QUANTITY OF FLUID ABSORBED

BY THE BODY IN ONE HOUR (ML)
BODY WEIGHT (KG) FROM... TO...
30 300 450
40 400 600
50 500 750
60 600 900
70 700 1050
80 800 1200
90 900 1350
1.Griffith-Green, M. (an 31, 2014). Sports Drinks unnecessary, counterproductive for most people. Retrieved from: http://
www.cbc.ca/news/sports-drinks-unecessary-counterproductive-for-most-people-1.2517424
2.myfitnesspal (2017). Calories in Gatorade Lemon Lime 591 MI. Retrieved from: http://www.myfitnesspal.com/food/
calories/gatorade-lemon-lime-591-mI-390454651?v2=false

NUTRITION
SPORTS
Coaches can also serve as a positive influence for a healthy balanced diet for children and their
families. Whether you coach first-time participants or national team athletes, proper nutrition is
NUTRITION essential for overall good health and optimal athletic performance. Participants of all ages and at
all levels of competition are affected by good nutrition. It is not only about knowing what to eat -
it’s also knowing when to eat!
Maintaining a healthy balanced diet is vital for all children, regardless of athletic involvement.
Athletes and their parents need to be aware of their diet and how it may affect their health and
performance. Adopting a healthy diet at a young age can go a long way to maintaining a healthy
lifestyle into adulthood. Consider the following suggestions in order to optimize dietary habits:
• Meals should be eaten 3 hours prior to exercise to allow for proper digestion
• Eat a variety of foods, including grain products, fruits, vegetables, dairy, and meat or alternatives
• Snacks are rarely required during activity - offer healthy snacks after exercise as a reward celebration
• Encourage athletes to try new foods - they won’t know what they like until they try it!
For more great information on nutrition for your athletes check out:
http://coach.ca/sport-nutrition-s14783
WHOLE FOODS DIET (VISIT GAME PLAN FOR MORE INFORMATION)

A whole-foods diet based on plants is a great starting point for athletes, especially a basketball
player. One big reason many athletes globally have been adopting a plant-based diet is because
of the improved ability to recover between workouts and game days.
A healthy, plant-based diet aims to maximize consumption of nutrient dense plant foods while
minimizing/avoiding processed foods, oils, animal foods (including dairy products and eggs). Lots
of vegetables, fruits, beans, peas, lentils, soybeans, seeds, and nuts are encouraged in a plant-based
diet.1
SPORT OVERALL HEALTHY

SNACK
SUPPORT NUTRITION ENVIRONMENT
Fruit
Raisins, dried fruit, etc.
Chocolate milk / milk
Trail mix, nuts, seeds, etc.
Fruit juice
Sports bars & drinks
Granola Bars
Cheese strings
Cookies, muffins, etc.
1.Tuso, P.J. et al. (2013). Nutritional Update for

Physicians: Plant-Based Diets. The Permanente Journal. JNYB COACH MANUAL 36
17(2):61-66. DOI: 10.7812/TPP/12-085
PREHAB & REHAB
DYNAMIC
An ideal warm up will prepare athletes for physical activity through fun and engaging exercises and
games. As such, it is encouraged that coaches use a mix of specific dynamic stretches as well as
STRETCHING short high intensity games.
The warm up period of each session is an ideal time to train and develop the fundamental movements
through a dynamic stretch. The purpose of a dynamic stretch is to prepare players for activity by
stretching tendons and ligaments, activating muscles, and raising the heart rate. An effective
dynamic stretch will spark energy levels, limit injury risk and help to focus the attention of young
athletes on the lessons in practice.
DYNAMIC
STRETCH DESCRIPTION SUGGESTIONS
Arm Circles Jogging while rotating straight arms forwards and back Forwards to ½ court
peddling while rotating arms backwards. Backwards to ½ court
Side Shuffles Side shuffle with butt down and feet shoulder width Lead right leg to ½ court
apart; keep shoulders level (i.e. don’t bounce). Lead left leg to ½ court
Lunges Take large steps with alternating legs, keeping the front Forwards to ½ court
knee behind the front toe and back knee to the ground. Backwards to ½ court
Lateral Lunges Take large steps laterally, sit down on the heel of the Lead right leg to ½ court
lead leg, with both feet pointed forwards and sit back. Lead left leg to ½ court
Knee hugs Hug one knee with both hands, bringing knee up to To ½ court
chest while remaining balanced on the opposite leg.
Ankle Pulls Grasp one ankle with the opposite hand, brining ankle to To ½ court
butt while remaining balanced on the opposite leg.
High Knees Quickly alternate driving knees to chest, pushing off the To ½ court
ground with the toes, and taking as many steps as possible.
Butt Kicks Quickly alternate pulling ankles up to butt, dragging toes To ½ court
off the ground, and taking as many steps as possible.
Skips Generate maximum power alternating legs, fully extending For height full court
the ankles, knees, and hips For distance full court
Sumo Squats Begin squatting low, attempting to grab toes with butt 10x
down, back straight, and knees wide.
Note that the traditional approach of a static stretch (i.e. holding a stretch for an
extended period) before exercise has been abandoned by experts in favour of a
dynamic stretch. Dynamic stretching is proven to be superior at preparing athletes
for training, as static stretching can actually deactivate muscle neurons necessary
for activity preparing athletes for training.

6.0
LIFE SKILLS
HAVE FUN
"
YOUTH SPORT ISN’T JUST ABOUT
SPORT. IT’S ABOUT KEEPING THE “
FUN IN THE GAME AND TEACHING
YOUR ATHLETES LESSONS THEY
CAN TAKE WITH THEM IN LIFE.
Coach John Burns
If there is one thing we want athletes to take from sport it’s to have fun. When young athletes enjoy the game, they
will be more engaged and performing at their best. There is a ton coaches can do to help athletes have fun, including
introducing the three keys to enjoying sport: attitude, enjoyment, and motivation.
ATTITUDE
Positive thinking can create positive energy, improving the chances of success1. Having a positive attitude is a choice
coaches can help athletes make. By choosing to be positive, athletes give themselves the opportunity to “see the good
in the bad” and understand that one performance does not define them. Coaches can help athletes adopt this attitude,
directly impacting their skill discovery, development, learning, and fun.
ENJOYMENT
Providing athletes with the tools to empower themselves to make positive choices will make it easier for them to enjoy
the game of basketball – even when faced with challenges. When athletes understand how to enjoy playing through
difficult moments, they can do anything they want, with enjoyment.
MOTIVATION
Youth athletes play for a number of reasons, but the most common reason is to have fun. There are two types of
motivation that coaches need to be aware of, as they inform whether an athlete is playing for themselves.
I. INTRINSIC MOTIVATION
Engagement driven by internal factors. The athlete plays because they want to—leading to long-term enjoyment
and participation, better focus, and less pressure. Examples include love of the game, valuing competition or
skill development, etc.
II.EXTRINSIC MOTIVATION
Engagement driven by external factors. The athlete plays to achieve some goal or accomplishment, or because of an
outside influence. Examples include winning a trophy, social recognition, social pressures from family or friends, etc.
1.Wilson, A.W. (2016). Psychology of sport & physical

activity: For all performers – beginners to elite. Re-
trieved from http://app.tophat.com/e/990099.

CONFIDENCE
"
IF YOU DON’T HAVE “
CONFIDENCE, YOU WILL
ALWAYS FIND A WAY
NOT TO WIN.
Carl Lewis
Confidence is a key to success—without it our accomplishments can prove very challenging. Confidence is a
fundamental yet fragile skill, and is often identified as a mental skill to be developed, nurtured, and maintained
throughout an athlete’s career1. Like any other skill, confidence needs practice and repetition to be mastered.
I. THINK POSITIVE
Getting young athletes to believe they can do something
is the first step to building confidence. Athletes should be
encouraged to affirm their positive thoughts with positive “I THE CONFIDENCE CYCLE
am…” statements. For example, “I am prepared” or “I am
going to give my best effort”.
THINK TAKE
II. TAKE RISKS POSITIVE RISKS
When athletes think positively they are more likely to take
calculated risks and be invested in outcomes. Practices
offer a low-risk high-reward environment to try new skills,
make mistakes, and find adjustments. Not every attempt will
be successful, but by being willing to take risks athletes will
have the courage to try again. To be confident, athletes must
EXPERIENCE
give themselves permission to be confident.
SUCCESS
III. EXPERIENCE SUCCESS

Success is only possible if athletes are committed to i) thinking positively, and ii) taking risks. This positions
them to experience success and refine their self-confidence. Coaches can facilitate these steps, and foster an
environment for young athletes to build their confidence through this process.
1.Wilson, A.W. (2016). Psychology of sport & physical activity: For all performers – beginners to elite. Retrieved from http://app.tophat.com/e/990099.
2.Smith, L.H. & Kays, T.M (2010). Sport psychology for dummies. Mississauga, ON: John Wiley & Sons Canada, Ltd.

COMMUNICATION
"
COMMUNICATION—THE “
HUMAN CONNECTION—IS
THE KEY TO PERSONAL AND
CAREER SUCCESS
Paul J. Meyer
Communication is a vital tool in life and sport. As leaders of young athletes, how coaches communicate has a direct
impact on how athletes communicate1. Coaches should work on their own communication skills, being open and
respectful, and encourage athletes to follow suit. By developing communication skills on the court, athletes can apply
those same skills off the court in other areas of life.
COMPONENTS OF COMMUNICATION
• Talking - Speak emphatically, honestly, and personally with a clear, specific message
• Active Listening - Be fully attentive and open-minded, and ask questions when needed
• Body Language - Use facial expressions, hands, and body position to engage listeners
Great coaches are great listeners who employ simple strategies such as active listening, rephrasing, and reflection.
As leaders of young athletes, how coaches communicate has a direct impact on how athletes communicate.
Coaches should work on their communication skills so their athletes can follow suit1.
REPEAT, REPEAT, REPEAT

If you want athletes to hear what you say, say it once. Then say it twice. Then say it a third time if necessary. Repeat key
points, as the more you repeat the message the more likely the information will be internalized and remembered1.
USE AND’S (NOT BUT’S)

When giving feedback, using “BUT” increases the chance that only the negative half of the message will be heard.
Replace it with “AND” to create a clearer message and help the athlete work on that feedback1.
For example, “You did that great AND you can still work on this”.
SANDWICH FEEDBACK2
I. Start by describing something the athlete did well
II. Provide specific, future oriented feedback on how the athlete can improve
III. End on a note of encouragement and positivity
1.Hardy, C.J., Burke, K.L., & Crace, R.K. (2005). Coaching: An effective communication system. In S. Murphy (Ed.).
The sport psych handbook (pp. 191-212). Champaign, IL: Human Kinetics.
2.Burton, D., Raedeke, T.D. (2008). Sport psychology for coaches. Champaign, IL: Human Kinetics.

MINDFULNESS “
"
TENSION IS WHO YOU THINK YOU SHOULD BE.
RELAXATION IS WHO YOU ARE.
Jim Afremow
Like many life skills, a strong and focused mind has a profound impact on success both on and off the court. This kind
of mindset—a “champion’s mind”— is developed through mindfulness. And as with any other skill, mindfulness needs to
be deliberately practiced in order to get stronger1.
Practicing mindfulness in sports (and life) reminds us to stay focused and present in the moment. There are many
benefits associated with mindfulness that transfer such as: increased calmness and relaxation, energy, self-confidence,
self-acceptance, and self-compassion1. Coaches can help athletes stay focused in the moment.
Mindfulness is being aware of, or bringing attention to, this particular moment in time deliberately and without judging
the experience2. By being present in the moment, we only need to focus on what we need to do. The only thing that
matters is the moment we are in—we can’t change the past, we can’t predict the future. The only thing in our control is
what we think and do in the moment. Athletes must be strong enough to avoid letting unwanted thoughts and emotions
from the outside influence their performance1.
Athletes play sports because they love it—so why not stay immersed in that positive moment? It’s as simple as making a
choice1. The body does what the mind tells it to, so be deliberate and positive in how we think about how we want to perform.
INTRODUCING MINDFULNESS
I. MAKE TIME FOR THE MIND
Mindfulness takes time. It is easiest to control and understand the
workings of the mind if thoughts are slowed to a manageable pace.
II. FOCUS ON THE BREATH

The mind follows the breath. By focusing on the breath, thoughts
are centered in the moment. Try the “4-2-5” sequence: inhale for
4-seconds, hold for 2-seconds, and exhale for 5-seconds.
III. GET A SENSE FOR SURROUNDINGS

Centre the mind in the present by observing the surrounding environment. An awareness of physical
senses (sights, sounds, smells, and sensations) focuses the mind.
IV. MEDITATE IN THE MOMENT

Meditation is the key that unlocks mindfulness. The best way to synchronize with the present is to direct
awareness inwards and reflect on one’s own consciousness and breathing.
1.Wilson, A.W. (2016). Psychology of sport & physical activity: For all performers – beginners to elite.
Retrieved from http://app.tophat.com/e/990099.
2.Collard, P. (2014). The little book of mindfulness. Toronto, ON: Canadian Manda Group.
3.Foster, A. (2016, July 29). Why and How to Practice Mindfulness. [Blog Post] Retrieved from:
https://snybblog.basketball.ca/2016/07/29/why-and-how-to-practice-mindfulness/

MANAGING EMOTIONS “
"
IF YOU DON’T MANAGE YOUR EMOTIONS,
YOUR EMOTIONS WILL MANAGE YOU.
Chinese Proverb
Sports can be extremely emotionally charged activities. Instantly an athlete can win or lose, make or miss, succeed or fail.
And this can greatly affect their emotions. Results can hurt performance if the athlete is unaware of how to manage their
emotions properly. Teaching athletes to manage emotions is an extremely useful skill to help them perform at their best1.
If you can’t name it, you can’t tame it2.
EMOTION MANAGEMENT STRATEGIES

I. PROACTIVE MANAGEMENT
This helps athletes develop greater emotional control and automate coping skills to deal with potentially challenging
situations. Proactive management is developed through regular breathing and relaxation techniques, positive self-talk and
attributions, and proper pre-training planning2. Coaches can help athletes through this process by asking ahead of time:
“If _____ happens, what is the most effective way to handle it and move forward?”
II. REACTIVE MANAGEMENT

This helps athletes maintain composure when in challenging situations. Reactive management is used when athletes find
themselves overwhelmed in the moment and need to reduce their arousal or anxiety. Strategies include breathing
techniques, self-talk, and imagery (see Core Mental Skills).
MOOD MANAGEMENT TECHNIQUES3
MANAGING TENSION MANAGING SADNESS MANAGING ANGER
Use relaxation techniques. Deal with the cause or trigger. Use relaxation techniques.
Use sport related imagery. Talk to someone about Spend time alone. Put
Engage in physical activity. the cause. Put feelings in feelings in perspective.
Humour and team banter. perspective. Seek support Avoid the cause or trigger.
from team or coach.
1.Burton, D., & Raedeke, T.D. (2008). Sport psychology for coaches. Champaign, IL: Human Kinetics.
2.Wilson, A.W. (2016). Psychology of sport & physical activity: For all performers – beginners to elite. Retrieved from http://app.tophat.com/e/990099.
3.Terry, P.C., Dinsdale, S.L., Karageorghis, C.I., & Lane, A.M. (2006). Use and perceived effectiveness of pre-competition mood regulation strategies
among athletes. In M. Katsikitis (Ed.), Psychology bridging the Tasman: Science, culture, and practice – Proceedings of the 2006 Joint Conference of
the Australian Psychological Society and the New Zealand Psychological Society (pp. 420-424). Melbourne, VIC: Australian Psychological Society.

RESILIENCY “
"
FAILURE IS A BRUISE, NOT A TATTOO.
John Sinclair
Every person in the world will have to overcome failure or disappointment at some point in their lives in order to
achieve their goals— just look at Steve Nash. How athletes handle those defeats will separate those who find
consistent success from those who don’t. With some specific strategies, coaches can help athletes get back on
track when things aren’t going their way.
BOUNCING BACK AFTER MISTAKES1

KNOWING WHAT HAPPENS MENTALLY AFTER A MISTAKE
There are 2 choices our athletes have after a mistake:
1. Use the mistake as an attack on their personal self-worth. This begins a downward spiral of negativity,
increasing the chances of further mistakes.
2. See the mistake as a positive or neutral event. This offers evidence that they are trying to be active
and make things happen.
ESTABLISH A POST-MISTAKE ROUTINE

Responses to mistakes should be automatic, but first they must decide how they want to respond to mistakes before
they happen. Start by thinking about how we respond to a mistake versus how other athletes respond, and use the table
below to outline how athletes will respond to mistakes.
HOW TO RESPOND TO A MISTAKE
MISTAKE HOW CHAMPION HOW NON-CHAMPION HOW I RESPOND

ATHLETES RESPOND ATHLETES RESPOND
DISPUTING NEGATIVE THOUGHTS2

Athletes create many of their own adversities based on their interpretation of events - especially when events are perceived
as uncontrollable or negative. Coaches and athletes should develop positive arguments to counter unwanted reactions.
Step 1: Identify the athlete’s evaluation of the situation.

Step 2: Ask the athlete to consider the evidence used in their evaluation.
Step 3: Consider if the actions are intentional or unintentional.
Step 4: When athletes have identified the errors in their evaluation, they will automatically consider a more positive thought process.
Step 5: Discuss a positive procedure to replace the pessimistic evaluation habits.
Step 6: Have the athlete remind themselves what they have control over.
1.Smith, L.H. & Kays, T.M (2010). Sports psychology for dummies.
Mississauga, ON: John Wiley & Sons Canada Ltd.
2.Statler, T.A. (2010). Developing a shared identity/vision: Benefits
and pitfalls. In S.J. Hanrahan & M.B. Andersen (Eds.), Routledge
handbook of applied sport psychology (pp. 325-334). New York,
NY: Routledge Taylor & Francis Group.
TEAMWORK
“
IF YOU WANT TO GO FAST, GO
“
ALONE. IF YOU WANT TO GO FAR,
GO TOGETHER.
African Proverb
While there is not a huge emphasis on traditional game play in JNYB, it does not mean that there is no place for
teamwork. Rather than helping each other win, we want to emphasize helping each other get better and improve. One
way to do that is to foster an environment of great teammates.
Coaches often talk about whether a player is a good teammate or a bad teammate. What we really want to see is
coaches helping every player be a GREAT teammate. Rather than everyone working together to win, teamwork should
be viewed as everyone helping each other to improve. In other words - being great teammates.
Being a great teammate starts with a team’s culture, specifically values and vision. Values give guidelines for teams
to behave. Vision gives a team direction, a group outcome for everyone to work towards1.
A quality team culture doesn’t happen by accident—it takes attention and dedication from the coaches, and then from
the players. To help establish a value set and team vision, consider the following questions:
ESTABLISHING VALUES
• Are you focused on the learning process and skill development? Or on hitting target goals?
• Do you encourage crossing the finish line as a team? Or just the first player up the hill?
• Is it important that everyone gets equal opportunity? Or will better players get more chances?
ESTABLISHING VISION
• What is the players’ vision of a great team? What does it look like? How do players behave?
• What is your vision of a great team? What does it look like? How do players behave?
• What is something the entire team can work towards?
Once you establish strong values and a strong vision, your athletes will be in a great position to succeed as athletes
but also be in a great situation to be great teammates. When you create an environment where you foster great
teammates your athletes will be more inclined to want to help one another get better.
1. Statler, T.A. (2010). Developing a shared identity/vision: Benefits and pitfalls. In S.J.
Hanrahan & M.B. Andersen (Eds.), Routledge handbook of applied sport psychology (pp.
325-334). New York, NY: Routledge Taylor & Francis Group.
LEADERSHIP
“
THE GROWTH AND DEVELOPMENT
OF PEOPLE IS THE HIGHEST
“
CALLING OF LEADERSHIP.
Harvey S. Firestone
Being a leader is an important skill in both sports and life. But what does being a leader really mean and how can we
instill some of those values into our Jr. NBA Youth Basketball athletes?
There is no set “leadership” personality type, and leaders come in all shapes and sizes. Some children seem to be
natural leaders whereas other children seem to be natural followers.
Often these traits are linked with whether they tend to be introverts or extroverts. The extrovert is often the leader and
vice versa especially among young children. But this doesn’t mean that if your child is naturally shy he or she can’t be a
leader. It also doesn’t mean that if your child is a “natural” leader that they are going to be an effective leader. As most
adults know, there are many people in leadership positions who are terrible leaders.
True Sport has provided an acronym that is easy to remember and covers the most important leadership traits; C.A.R.E2
C A R E COMPLIMENT
AT LEAST THREE
PEOPLE A DAY
ACT IN THE
TEAM’S BEST
INTEREST
RESPECT THE
DIFFERENCES
OF OTHERS
EXTEND A
HELPING
HAND
1. Dr. T Baghurst. 13 Ways to Develop Leadership Skills in Youth Athletes. Retrieved from:
https://learn.truesport.org/13-ways-develop-leadership-skills-youth-athletes/
2. The C.A.R.E Formula for Leadership. Retrieved from: https://teach.truesport.org/wp-
content/uploads/Teach_Leadership_Handout1.pdf

CORE MENTAL SKILLS
CONCENTRATION Sports require us to divert much of our attention to a specific task. This is concentration–
directing attention to a specific goal1. If coaches improve the concentration abilities of athletes,
they will have an additional tool to be successful. Coaches can encourage using cue words,
imagery, process goals, and pre-performance routines.
PRINCIPLES OF CONCENTRATION2
I. CONCENTRATION IS AN ATHLETE’S DECISION
Athletes can choose to invest mental energy to improve performance through concentration.
II. ATHLETES CAN ONLY FOCUS ON ONE THOUGHT AT A TIME

Sports are fast, making conscious focus on one thing is difficult—use cue words to stay focused.
III. ATHLETES ARE FOCUSED WHEN THEY’RE DOING WHAT THEY’RE THINKING
The ideal body mind connection occurs when there is no difference between thoughts and action.
IV. REFOCUSING IS NECESSARY TO KEEP AN ATHLETE’S MIND ON TRACK

Sport demands a lot of an athlete’s attention—athletes must bring themselves back to the present.
V. WHEN ATHLETES ARE ANXIOUS, FOCUS ON CONTROLLABLE ACTION

Anxious athletes should focus on something within their control to avoid self-criticism or self-doubt.
IMAGERY
Imagery uses all the senses to create/re-create an experience in the mind. Imagery allows
athletes to mimic a real experience as a way to practice without actually having to physically
perform. Athletes can control their imagery to ensure positive (not negative) performance
and outcomes3.
PERSPECTIVE
I. INTERNAL
Seeing things through your own eyes, as if you were experiencing them (i.e. first-person)
II. EXTERNAL
Seeing things through someone else’s eyes, as if in a movie (i.e. third-person)
For beginners, either perspective works. As athletes improve, the internal perspective
can relate thoughts to physiological sensations, while the external perspective is better at
directing focus to strategic play4.
IMAGERY TIPS
• SET A VIVID SCENE
Try make images as clear as possible, include all five senses, and really try to live the moment.
• ENSURE A POSITIVE OUTCOME
Visualize success, with flawless performance and enjoyment of the moment.
1.Karageorghis, C.I. & Terry, P.C. (2011). Inside sport psychology. Champaign, IL: Human Kinetics.
2.Kremer, J. & Moran, A. (2008). Pure sport: Practical sport psychology. London, UK: Routledge.
3.Morris, T. (2010). Imagery. In S.J. Hanrahan & M.B. Andersen (Eds.), Routledge handbook of applied
sport psychology (pp. 481-489). New York, NY:Routledge Taylor & Francis Group.
4.Perry, J. (2015). Sport psychology: A complete introduction.
Croydon, UK: Hodder & Stoughton. JNYB COACH MANUAL 47
CORE MENTAL SKILLS
GOAL SETTING
Goal setting works—if it’s done right. There are countless examples of goal setting having a
positive impact on athletic performance, enjoyment, and self-worth1,2. One mistake many people
make is setting too many goals at once. It is best to keep it simple, set a couple of priority goals,
and evaluate progress regularly.
SMART GOAL SETTING

S SPECIFIC - Be specific in what you do (and want to do)
M MEASURABLE - You must be able to track and assess progress and success
A ADJUSTABLE - Goals should be modified as necessary based on progress
R REALISTIC - Overly challenging goals may limit success and hurt confidence
T TIMED - Identify a deadline for when the goal will be achieved
BENEFITS OF GOAL SETTING3 FOCUS ON PERFORMANCE & PROCESS GOALS
I. Enhance concentration and self-confidence Performance Goals: Focus on improving and attaining
II. Create a positive mental attitude personal performance (e.g. number of shots in a quarter)
III. Increase intrinsic motivation to excel
IV. Improve overall performance Process Goals: Focus on specific behaviours that athletes
must engage in (e.g. keeping hands up on defense)
SELF-TALK Humans think almost every moment they are awake. Most people find it impossible to empty
their mind of all conscious thought, because we are in constant conversation with ourselves
whether we realize it or not. This constant wave of thoughts is called “self-talk”, which also
describes what athletes say to themselves out loud or internally. Self-talk is a powerful
performance tool, relating to focus, mindfulness, confidence, and imagery1.
TYPES OF SELF-TALK2
I. INSTRUCTIONAL
Helps athletes tell themselves reminders of what needs to be done to perform a skill. Short
phrases like “stay low” or “hands up” direct attention to skill specific cues.
II. MOTIVATIONAL
Focuses on positive thoughts and repeating them often (like “I can do this” or “we can be
better”). Affirmation assists with confidence, focus, motivation, stress control, and optimal
performance.
COUNTERING3
A proven technique to dealing with negative thoughts is to counter them, with a more logical
argument. When negative self-talk creeps in, replace those negative thoughts with positive
ones. For example, “I’m probably going to miss the shot”, to counter, ask yourself where is the
proof that says you will miss, or how can you know the future?
1.Burton, D., & Raedeke, T.D. (2008). Sport psychology for coaches. Champaign, IL: Human Kinetics.
2.Zervas, Y., Stavrou, N., & Psychountaki, M. (2007). Development and validation of the Self-Talk
Questionnaire (S-TQ) for Sports. Journal of AppliedSport Psychology, 19, 142-159.
3.Wilson, A.W. (2016). Psychology of sport & physical activity: For all performers –
beginners to elite. Retrieved from http://app.tophat.com/e/990099.
7.0
BASKETBALL
SKILLS
MOVEMENT
The importance of movement skills and physical literacy has been emphasized throughout this manual. Learning
to incorporate them into your training sessions is extremely important for the proper development of your athletes.
Below are a few tips and strategies to promote movement skills and physical literacy in your training sessions,
as well as a few key basketball movements which athletes should focus early on in their development.
1. Adopt a Games Approach to teaching.

TIPS AND STRATEGIES See more on p. 32
TO PROMOTE 2. Incorporate and substitute new
MOVEMENT SKILLS movements during activities
3. Do as much development without the
ball as you do with the ball
RUNNING
SKILLS To run effectively, ensure:
BACKPEDALLING
To backpedal effectively, ensure:
• Balls of the feet are the main contact points
• Foot rocks from balls of the feet to the heels
• Drive knees up towards the chest
• Feet should reach backwards with small, quick strides
• Take long strides with each step
• Keep hips low to control momentum
• Keep torso upright, with the back straight
• Torso should be bent slightly forward to
and head up
maintain balance
• Arms should move rhythmically in opposition
• Arms should move rhythmically in opposition
to the legs
to the legs
• Hands should be relaxed, not clenched
• Hands should be relaxed, not clenched
CHANGE OF SPEED CHANGE OF DIRECTION
Changing speed helps to create separation Changing direction can also create
from a defender, both on and off the separation from a defender. Cuts and
ball. Effectively changing speed requires crossovers are the basis for many
an adjustment in the size or frequency offensive actions, allowing an athlete to
of strides while running, as well as an get open to receive a pass or to get by their
awareness as to where the defender is. defender. Players need to learn to slow
down, plant their outside foot, and drop
Example: Hesitation Move their hips to explode in a new direction.
Example: Crossover Moves

FOOTWORK
READY Ready position is a balanced stance that provides a base of support enabling players to initiate
movement in any direction. Ready position is used without the ball on defense or offense.
POSITION • Spread feet apart shoulder width

• Evenly distribute weight on the balls of both feet
• Drop the butt and stay low, bending at the hips, knees, and ankles
• Maintain good posture, with the head up, back straight, and chest out
• Extend arms with hands ready to deflect (defense) or receive (offense) a pass
• Keep eyes up and in front
TRIPLE The triple threat position is Ready Position, with the basketball. It is an offensive stance
players learn, allowing them to protect the ball while providing the opportunity to perform
THREAT the three primary offensive moves:
PASS DRIBBLE SHOOT

• Spread feet apart shoulder width
• Evenly distribute weight on the balls of both feet
• Drop the butt and stay low, bending at the hips, knees, and ankles
• Place the dominant hand on the back of the ball (wrist bent)
• Place the non-dominant hand on the side of the ball
• Hold the ball firmly in both hands, tight to the body (near either hip)
STOPPING Stopping effectively can also be an effective way to create separation from a defender, but
should also be coached properly as poor stopping technique can lead to knee injuries.
1-2 STRIDE STOP JUMP STOP STUTTER STOP

• When moving forward, begin • When moving forward, begin • When moving forward, begin
to lower the body to lower the body to lower the body
• Land with feet staggered, • Land with both feet • Perform stutter steps, chopping
one foot in front of the other simultaneously, slightly the feet on the ground
• Sink the hips and bend both staggered • Come to a complete stop or
knees when stopping • At this point, either foot can prepare for change in direction
• The first foot to land will become the pivot foot
become the pivot foot • The planted foot remains
• Assume ready position or the pivot foot (with the ball)
triple threat (with the ball) • Assume ready position or
triple threat (with the ball)

FOOTWORK
PIVOTS/
Pivoting allows a player with the ball to rotate and adjust their body position, allowing for one
step without travelling. When a player establishes a pivot foot, that foot must remain planted until
DROP STEP the player passes or shoots.
FRONT PIVOT Player turns FORWARD on their pivot foot, steps forward
REVERSE PIVOT (DROP STEP) Player turns BACKWARD on their pivot foot, steps backward
KEY TEACHING POINTS:

• Assume triple threat position, protecting the ball with the body
• Pivot foot must remain planted at all times—use free foot to rotate body
• Square up to the basket in order to take a jump shot
• Improve a passing lane or view the court
• Beat a defender at the hoop by pivoting around them
D-SLIDES Defensive slides are crucial in playing good defense. The reason we encourage our athletes to
slide along side their check, rather than run along side them, is because when you slide, you are
balanced and low to the ground. This allows you to change directions quickly should your check
change directions in a moments notice.
KEY TEACHING POINTS:

• Start from a “Ready Position” stance (See p. 51) Butt down, knees bent, back straight, arms out
• Point both of your feet towards the player you are guarding
• When sliding, try not to “bob” up and down
• Avoid crossing your feet while sliding (Imagine a plank of wood between your feet at all times as you slide)
FOOTWORK
Footwork transfers to every other skill in basketball. Effective footwork allows players to learn,
develop, and execute all other skills without having to worry about what their feet are doing.
CUES In order to maintain body control while changing speed and/or direction, players must develop
four key areas:
BALANCE COORDINATION FOOT SPEED TECHNIQUE

KEYS TO GREAT FOOTWORK ARE:
1. Maintain a low and wide position
2. Keep arms up and out for balance
3. Change direction quickly using sharp corners
4. Moving in a straight line (not curved) when possible
5. Keep eyes forward without looking at the feet
6. Introduce all footwork skills without a ball first

BALL-HANDLING
Ball-handling is to basketball what wheels are to a car, without them, there is no hope of getting where you
want to go. Being able to handle the basketball well and efficiently will allow players the freedom of moving
around the court with confidence.
BALL-HANDLING 1. Dribble From a Triple Threat or Ready Position

2. Keep Head-up and Eyes off the Ball
CUES 3. Use the Finger Tips (Not the Palms) for More Control
4. Protect the Ball with the Off-Hand and Body
5. Become Comfortable Dribbling with Both Hands
6. Dribble Low, Fast, and with Force
BALL-HANDLING 1. Static / Stationary

2. Controlled / Slow
PROGRESSIONS 3. Running / Fast

4. Change of Direction / Crossovers
5. Against a Defender
DRIBBLING • Double Dribble: Bouncing the ball with two hands

together OR by picking the ball up between dribbles
VIOLATIONS • Carry (discontinued dribble): Letting the ball come

to rest in the palm of one hand while dribbling
• Travel: Taking more than two steps without dribbling
OR picking up a pivot foot before dribbling
DRIBBLE IN AND OUT In one hand, bring the ball from the outside of your body to
MOVES the middle and then back out on the same side
FRONT CROSSOVER Dribble the ball in front of your body from one side to the other
BETWEEN THE LEGS Dribble the ball between one of your legs
BEHIND THE BACK Dribble the ball behind your back from one side to the other
NORTH - SOUTH On the side of your body, push the ball out in front and pull back
EAST - WEST In front of your body, dribble the ball from side to side

LAY-UPS
Lay-ups are the easiest way to score in basketball and understanding how to
finish correctly is an extremely valuable skill to have in the game of basketball.
REGULAR LAY-UP
TYPES OF Shoot the ball with the outside hand while taking off of the inside foot. For example, a lay-up
LAY-UPS from the right side of the rim will use a right hand finish and a left foot takeoff (and vice versa
on the left side of the rim).
Tell players to imagine a string tied from the elbow to the same side knee. When you reach up
with that hand, the same knee should also move upwards—meaning the opposite leg
will be used to jump.
POWER LAY-UP
A power lay-up uses a two foot take-off, for stability and strength, with the body square to the
hoop. Power lay-ups are best used when a player is contested or beat to the rim by a defender
and the player needs to get more balance as they explode into their lay-up.
REVERSE LAY-UP
Reverse lay-ups are used when a player is attacking a baseline and finishing on the opposite
side of the rim with the same side hand as they are attacking. For example, if a player attacks
the right baseline, they will finish with their right hand on the far side of the rim. The footwork
is the same as a regular lay-up, just from a different angle.
LAY-UP CUES LAY-UP PROGRESSIONS

LAY-UP 1. Bring the ball up with both hands 1. Finish next to the rim
CUES AND 2. Right hand right side (vice versa) 2. Footwork lay-ups (without a dribble)
PROGRESSIONS 3. Attack on an angle (not straight ahead)

4. Outside-Inside footwork
3. Regular lay-ups (with a dribble)
4. Lay-ups against a defender
5. First-step outside 5. Creative Lay-ups (Reverse lay-ups,
6. Second-step inside Power Lay-ups, Finger roll Lay-ups, etc.)
7. Jump off second step (inside)

8. Drive outside knee up
9. Use guide (or inside) hand to protect ball
10. Finish with outside hand reaching for rim
11. Use the near corner of the backboard

PASSING
The key to becoming an universal basketball player is by mastering the art of moving the basketball, by passing.
There are multiple ways of passing the ball each having their own specific situations that they are best used in.
ONE-HANDED BOUNCE TWO-HANDED

TYPES OF PUSH PASS PASS OVERHEAD PASS
PASSES • Hold the ball on the hip
of the lead foot
• Hold the ball on the hip
of the lead foot
• Hold the ball on the hip
of the lead foot
• Place the passing hand • Push the ball straight down • Raise the ball above
behind the ball, with the and forward to the receiver and behind the head
wrist bent • The ball should bounce • Use both arms and core
• Place the non-passing approximately 2/3 the for power
hand on the side of the distance to the receiver • Use fingers and wrists
ball, acting as a guide • Follow through with to guide the ball
• Follow through with an extended arms and • Step in the direction of
extended arm and flicked wrists the pass for power
flicked wrists • Step in the direction of • Don’t leave feet on the pass
the pass for extra power
• Follow through with arms
PASSING 1. Static / Stationary (passer & receiver)

2. Static Passer & Moving Receiver
PROGRESSIONS 3. Moving Passer and Static Receiver

4. Against a defended receiver
5. Against a defended passer
6. Ball fakes and creative passing
PASSING CUES RECEIVING CUES

PASSING AND 1. Pass from a triple threat position 1. Start in ready position and step into the pass
RECEIVING CUES 2. Keep the head up to see teammates
3. Hold the ball with the finger tips
2. Keep the head up to see the ball
3. Anticipate passes and open passing lanes
4. Keep elbows tight to the body 4. Hold hands up to give a target
5. Call the name of the receiver on the pass 5. Trace the flight of the ball into the hands
6. Extend the arm and flick the wrist 6. Finish the catch in triple threat position
7. Step in the direction of the pass for power
8. Keep passes short and crisp
9. Pass to where the receiver is going to be
10. Use ball fakes to create separation (L2T)

SHOOTING
Shooting is the most fun part of basketball for most players but is also the most difficult part to perfect. Contrary to
popular belief, great shooters are not born, they are made in the gym through countless repetitions to refine their craft.
SHOOTING 1. Eyes on target, aiming at the back of the rim

2. Start low in a half-squat position, bent at the knees and hips
CUES 3. Hold the ball with the finger tips (not the palm)
4. Flex the wrist of the shooting hand for the ball to rest in
5. Use the non-shooting hand as a guide only
6. Jump into the shot for power, releasing at the top of the jump
7. Try to get lots of arc on the shot, up and over the front of the rim
8. Roll the ball off the fingers, hold the follow through, and flick the wrist
THE 1,2,3 Even though shooting can be complicated, when we break it down, its as simple as 1,2,3!
(1) UP - Holding the ball in triple threat stance, ball at the hip with dominant hand on top
METHOD and non-dominant hand on the side

(2) ON - Ball is raised up above eye level, legs stay bent
(UP, ON, IN) (3) IN - Explode up with legs, extend arms, flick the wrist, and follow through on the shot
LTAD Some players may struggle with the shooting technique because of their
developmental age or physical and muscular strength. Consider the following
CONSIDERATIONS when assisting a young athlete with their shot:
BALL SIZE
BASKET HEIGHT
DISTANCE OF SHOT
SHOOTING 1. Form/stationary Shooting

2. Shooting off a Pass / Catch
PROGRESSIONS 3. Shooting off the Dribble

4. Shooting against a defender

REBOUNDING
Rebounding the basketball is the most underdeveloped skill on the defensive end. Most coaches focus their defensive
teaching on stopping the basketball or keeping the ball out of the paint and forget about what happens after the shot
goes up. A defensive possession is not finished until the defensive team comes down with the rebound.
REBOUNDING 1. Locate matchup (nearest player) on release of the shot

2. Get low and establish body contact (with butt)
CUES 3. Fight to earn inside position (closest to rim) against matchup (BOX OUT)
4. Bend knees / use legs to clear space for rebound
5. When in reach, elevate and extend both hands for ball
6. On landing bring ball to chin to protect from opponents (like a quarterback)
REBOUNDING 1. Self-Toss and Catch

2. Wall-Toss and Catch to Quarterback Stance
PROGRESSIONS 3. Rebound off Back-Board

4. Rebound off Back-Board with Pressure into Quarterback Stance

8.0
TEAM CONCEPTS
OFFENSIVE CONCEPTS
While in games, players spend the majority of their time off-ball, (without a ball in their hands).
WITH It is equally, if not more, important to develop skills when they have the ball as those are much
more difficult to learn. Developing basic on-ball skills and principles when players are young will
THE BALL have a huge impact on their confidence and abilities as they mature into global players. Encourage
the following three on-ball skills with your athletes.
1. PATIENCE
Young players need to learn to develop patience with the ball. Many young athletes panic when
they receive a pass, resorting to poor decisions based on instinct or desperation. Encourage
athletes to protect the ball, adopt a triple-threat position, and keep their head and eyes up. It is the
coach’s responsibility to ensure players are able to take their time with the ball, by adjusting player
match-ups or enforcing an arms-length bubble for ball handlers.
2. LOOK TO PASS
Often times as players catch the basketball they will instinctively want to put the ball on the floor
and dribble. Encourage players to use their patience and look for a pass before dribbling. Moving
the ball is a skill that engages more players and provides more opportunities on offense. It also
promotes the development of global players, where everyone can shoot, dribble, and pass.
3. ATTACKING
Effectively and efficiently attacking the basket is a skill all players should develop. Ensure players
attack the paint and rim (not the baseline or corners) and to work their way around defenders (not
through them). Teach athletes the multiple scoring opportunities that come about when attacking
the middle: the ball handler may have a chance at a lay-up, or teammates may become open as the
defense moves and adjusts to the ball.
4. PVAD
The concept of PVAD applies to every situation in basketball, however it is very important while
in possession of the ball. PVAD is an acronym for Position, Vision, Anticipation, Decision, and
is essential to a young athletes understanding of the game of basketball.
POSITION Position of the ball, position relative to teammates,

opponents, and landmarks
VISION What and how much a player is able to see based on

their position
ANTICIPATION A player’s ability to anticipate teammates getting open

or their defenders movement
DECISION Being able to make the right decision that can lead to
an advantage

OFFENSIVE CONCEPTS
WITHOUT “Swarming”. A common sight at many youth sports, and yet a huge problem, but can you blame the
players? Playing with the ball is much more fun than playing without, until now. Encourage the skills
THE BALL of playing without the ball and that the better a player becomes at moving away from the ball, the
more they will have the ball. Play games that encourage getting to open space and reading what is
happening on offense. Incorporate some tchoukball rules if need be! Encourage your players to
abide with these three off-ball skills:
1. SPACING AND MOVEMENT

Spacing and movement are two crucial skills to learn when working without the basketball. If there
is no spacing on the basketball court, then we will be back on the “swarming” problem. This is why
JNYB emphasizes 3 on 3 game play. With 3 on 3, players have more space to move around and
create for themselves.
2. PASS AND CUT WITH PURPOSE

Once a player passes a ball, encourage them to cut to open space afterwards, maintaining spacing.
Cutting is one of the most effective ways to get open and also puts a player in the best position to
succeed. Moving without the ball is the most important skill a basketball player can learn, at any
level. Combining the two concepts of passing and finding open space will help players understand
the basics of motion. However, to get to that open space, players need to cut hard, with a purpose.
3. SEPARATION & DECEPTION

Young athletes often struggle to get open for two reasons: 1) they stand in one spot, 2) they are too
predictable in their movement. An inability to get open hurts the offense and limits the opportunity
for an individual to develop their skills with the ball. Help players develop the movement and sports
skills necessary to create separation from their defender using hesitations, fakes, and change of
pace or direction.

DEFENSIVE CONCEPTS
Being able to guard your check is the foundation of a good team defense. If every player is able to
ON-BALL contain their own check in a 1-on-1 situation, then it makes the rest of the defense much better. Not
DEFENSE
getting beat on defense will allow other off-ball defenders to focus more on their player and less on
off-ball defensive concepts like “stunting” or “helping”. Here are some on-ball defensive concepts
players can focus on to be successful:
1. HANDS UP
Keep your hands up on defense. Have one hand mirror the ball and the other protect against a pass
or a dribble. Keeping hands up on defense will allow players to contest shots quickly, but also react
quickly should the player look to pass or put the ball down and dribble. Keeping your hands up and
active will make it more difficult for the opposing player to make a play on offense.
2. CLOSEOUTS
When recovering to a defender, as you get 4 steps away, chop your feet, raise one hand at the ball
and use the other to guard the passing lane. Closeouts are used in transition from playing off-
ball defense to on-ball defense. As your player catches the basketball, recover and get hands up.
3. CONTROL PENETRATION
Just as we want to get to the rim on offense, we have to assume our opponent will want to do the
same thing. Therefore, when we play defense, we need to stop them from getting to their spot. The
best way to stop a player from penetrating is to play defense with our feet, moving them to stay in
front of the defender, rather than trying to steal the ball.
4. STAY LOW
As a general rule of thumb, the player who is lowest to the ground between the offensive player and
the defender, while still able to move, will have the advantage. Thus, the lower you are on defense,
the better. Players who are low to the ground are able to react quickly and make easier plays on
the ball. They can cover more ground with their feet and will be better balanced to react quickly to
change of directions.
5. CHALLENGE SHOTS
Get hands up every time the player you are guarding shoots the basketball to make sure it is
difficult on them. Regardless of where that player is on the floor or what kind of shot they are
shooting, we want to make it as difficult as possible for them to make their shot. Having your
hands up and being low will make the final challenge much easier.

DEFENSIVE CONCEPTS
OFF-BALL
Just like on offense, with defense, player will spend the majority of their time away from the ball
and thus must learn how to defend away from the basketball. When you are guarding away from
DEFENSE
the basketball, the goal as a team becomes stopping the ball and preventing a basket. Developing
strong off-ball defenders is essential to having a strong team defense. There are four main
concepts that athletes need to focus on while playing defense. They are:
1. TRACK YOUR CHECK

When playing defense off-ball, it can be very easy to lose track of the player you are guarding and
watch the ball. As coaches, we call this “ball watching”. Rather than watch the ball, we want to
encourage our players to watch their check first and find the ball second. Regardless of where the
ball is on the floor, players need to know where the player they are guarding is.
2. ONE PASS AWAY—GUARD 1 AND A HALF

On defense, when the player you are guarding is one pass away from the basketball, in other words,
when there are no other offensive players between them and the ball, defenders are guarding “1
and a half”. This means taking one step laterally in the direction of the player with the ball. This is
advantageous because if the defender guarding the basketball gets beat, and the offensive player
penetrates to your side, you can step up and “stunt” and stop the defender in their tracks. Guarding
1 and a half, also allows players to be close enough to their check to recover and closeout if the ball
is passes to them. This type of defensive stance is called Open Deny.
3. HELP
When the player you are guarding is two or more passes away from the ball, you are then
encouraged to play “help” defense. For example, if the ball is in one corner, and you are defending a
player in the opposite corner, you would move into help position halfway to the ball. In this case,
under the rim. This is helpful because should that player guarding the ball get beat, the player in
help will be the next line of defense.
4. COMMUNICATION
It’s said that when all players talk on defense, it’s as if they are playing with another defender with
them on the floor. To start, encourage players to communicate their position on the floor. Players
guarding the ball should yell “Ball”. Players guarding one pass away should be yelling “Open”.
Players more than one pass away should be yelling “Help”. By communicating their position on the
floor players can play better knowing that they have support from all angles.

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COACH

Thank you for choosing to be a part of the Canadian basketball family!

Basketball in Canada is becoming an increasingly popular sport,

We’ve tailored our new curriculum to focus on an athlete-first approach

JNYB COACH MANUAL 2

12 THE LTAD MODEL

32 DRILLS AND GAMES

Brandon worked for Canada Basketball as a Domestic Program Assistant, with a

JNYB COACH MANUAL 4

JNYB COACH MANUAL 5

MISSION To empower youth and communities

VALUES FUN Creating a positive environment that builds a life-long

PARTICIPATION Maximizing access and opportunity for young

Progressing athletes according to the LTAD

EDUCATION Providing coach and parent education through

CHARACTER Helping athletes make the most of their potential,

JNYB COACH MANUAL 7

BE A PARTICIPANT BE A TEACHER BE A FRIEND

THE CHILD THE ATHLETE THE PROGRAM

COACHES CREED AS A COACH WITH JR. NBA YOUTH BASKETBALL, I WILL…

• Embrace a child-centric coaching philosophy.

JNYB COACH MANUAL 8

PLAY SPORTS 3. STAY IN SHAPE

JNYB COACH MANUAL 9

I. RESPECT THE RULES.

OF CONDUCT coordinators, and participants. It is recommended that all JNYB programs

JNYB COACH MANUAL 10

ATHLETE sport development.

The overall aim of the LTAD Model is two-fold:

FUNDAMENTALS TRAIN-TO-TRAIN TRAIN TO WIN

ACTIVE START LEARN-TO-TRAIN TRAIN TO COMPETE ACTIVE FOR LIFE

PYRAMID and technical teaching progressions.

MENTAL SKILLS TACTICS

PHYSICAL SKILLS FUNDAMENTALS

JNYB COACH MANUAL 12

PERIODS greatest athletic potential.

DEVELOPMENT well-rounded and self-reliant individuals and athletes.

LTAD Model 2.0

It is one thing to be able to run, it is another to run on

TALK TO PROMOTE MAX

LITERACY Literacy with parents, about

JNYB COACH MANUAL 14

MOVEMENT development of fundamental sport skills is extremely limited.

AGILITY BALANCE COORDINATION

RUNNING JUMPING THROWING CATCHING KICKING STRIKING

ANDREW Consider Andrew Wiggins,

WIGGINS NBA Rookie of the Year.

Wiggins began his athletic

JNYB COACH MANUAL 15

SPORT SKILLS essential skills specific to each sport.

BALL HANDLING PASSING SHOOTING LAY-UPS

REBOUNDING OFFENSE DEFENSE

STEVE Consider Steve Nash, two-time NBA

NASH former member of Canada’s Senior

Despite enjoying a long career, Nash

JNYB COACH MANUAL 16

MOVEMENT & CHARACTERISTICS STRATEGIES

BASKETBALL fine motor skills

MENTAL & CHARACTERISTICS

LIFE SKILLS • Form bonds and seek attention from

JNYB COACH MANUAL 17

BASKETBALL sport skills should be learned before puberty

LIFE SKILLS • Emphasize skill mastery through drills and games

JNYB COACH MANUAL 18