2019 Coach Manual
2019 Coach Manual
V1.2
MANUAL
WELCOME Welcome to the Jr. NBA Youth Basketball program!
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.
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
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
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 BROCK
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 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.
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
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.
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,
The JNYB Codes of Conduct can be found online on Game Plan with the other
JNYB resources.
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).
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.
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
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
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
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
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.
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.
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.
30%
BASKETBALL SKILLS
30%
MOVEMENT SKILLS
MALE
AGE 5-9
FEMALE
AGE 5-8
30%
INDIVIDUAL SKILLS
10%
TEAM CONCEPTS
TECHNICAL 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
MENTAL &
CHARACTERISTICS STRATEGIES
• Intro training concepts like nutrition and rest • Design activities for small groups or teams
MALE FEMALE
STRENGTH 12-18 months after growth spurt Immediately after growth spurt
SUPPLENESS Ages 6-10 and during growth spurt Ages 6-10 and during growth spurt
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.
SUSTENANCE Nutrition, hydration, rest, sleep, and an overall balanced lifestyle must
be considered at all stages of development.
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
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.
TYPES OF FEEDBACK
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.
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
III. KINESTHETIC The imitation and repetition of the demonstration by the athlete
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.
EXPERIENCE simple decision making to help deepen their understanding of the how, when, and why the skill is applied.
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.
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.
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
C
C
C
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.
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
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)
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
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
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
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.
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.
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.
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
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.
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
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.
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 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
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
Fruit
Fruit juice
Granola Bars
Cheese strings
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.
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.
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
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 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.
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.
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.
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/
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.
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.
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.
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.
JNYB COACH MANUAL 44
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.
JNYB COACH MANUAL 45
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
PRINCIPLES OF CONCENTRATION2
I. CONCENTRATION IS AN ATHLETE’S DECISION
Athletes can choose to invest mental energy to improve performance through concentration.
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.
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.
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.
JNYB COACH MANUAL 48
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.
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
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.
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
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.
FRONT PIVOT Player turns FORWARD on their pivot foot, steps forward
REVERSE PIVOT (DROP STEP) Player turns BACKWARD on their pivot foot, steps backward
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.
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:
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
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
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.
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
LTAD Some players may struggle with the shooting technique because of their
developmental age or physical and muscular strength. Consider the following
BALL SIZE
BASKET HEIGHT
DISTANCE OF SHOT
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)
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.
DECISION Being able to make the right decision that can lead to
an advantage
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:
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.
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:
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.