FIBAASSIST04_COP04 5-10-2003 9:32 Pagina 1

FIBA ASSIST MAGAZINE FOR BASKETBALL ENTHUSIASTS EVERYWHERE SEPTEMBER/OCTOBER 2003

ASSISTO4

sarunas marciulionis
the basketball academy
ROB BEVERIDGE
moussa toure’
zone offense
joe ciampi
AUSTRALIAN
the match-up defense
paul deshies
mental preparation: a key to
WORLD JUNIOR
success in officiating
stergios papastergiou
costas parisis CHAMPION
DEFENSE
anterior cruciate
ligament deficiency
FIBAASSIST03_03 5-10-2003 9:31 Pagina 3

EDITORIAL

COACHING
SCHOOLS are
fundamental
Basketball is a sport in constant evolution. ses for the training of our coaches.
In the ongoing search for perfection, the rules Our goal is to have these new coaches
have been modified and other changes have spread their knowledge of the game throu-
been gradually introduced to keep pace with ghout the Continent.
the talented athletes who play the game. The great evolution in basketball that has
While the game is undergoing a gentle meta- occurred in some of the biggest countries
morphosis and increasing in popularity the of the Americas has also caused an increa-
world over, if you look closely you will see se of interest in the game and in coaching
that it is the coaches who have played major in some of the smaller countries as well.
roles in the growth of the international game. The National Associations of these coun-
Basketball has greatly increased in popularity tries have now created coaching schools
on the American continent over the past few so that the education and training of the
years, largely due to the influence of our coaches is uniform throughout the coun-
basketball coaches. It’s been these dedicated tries.
men and women who have helped train the There are now very qualified coaches
players, teaching them the many subtle nuan- throughout the Americas.
ces of the game. We are working to help spread their know-
Again, it’s been coaches who have stepped ledge, by sending them to coaching clinics.
up and taken a more active role in the plan- Our hope is that through their work, young
ning of the many important competitions. coaches will have good examples to imita-
Coaches have also helped interest others in te.
entering the coaching ranks, helping these The creation of basketball schools is funda-
newcomers achieve greater proficiency in mental to the growth of future generations
their sport over the years. of coaches; through them we will have a
Many coaching clinics are now offered regu- uniform approach of training, eventually
larly throughout Central and South America, helping these novices to achieve what all
with primary lectures often being given by the coaches yearn for: the FIBA coaching
best coaches from North America. With the license.
help of these coaches, our basketball is This is our objective and at FIBA AMERI-
ranked near the elite of the sport. CAS we are working very hard to achieve it.
We have also had great support from the
European Association of Basketball Coaches,
which have played an instrumental role in the Luis Alberto Martínez
creation of the American Association of President of the Association of Basketball
Basketball Coaches. Coaches
We are now developing comprehensive cour- FIBA AMERICAS
FIBA ASSIST MAGAZINE | 04 2003 | PAGE 3
04_004-005 5-10-2003 9:32 Pagina 4

TABLE OF CONTENTS

FIBA ASSIST MAGAZINE EDITORIAL

IS A PUBLICATION OF FIBA
International Basketball Federation by Luis Alberto Martinez 3
8, CH. Blandonnet, 1214 Vernier/Geneva
Switzerland
Tel. +41-22-545.000, Fax +41-22-545.0099
www.fiba.com
e-mail: info@fiba.com
COACHES
IN COLLABORATION WITH Giganti-BT&M, FUNDAMENTALS AND YOUTH BASKETBALL
Cantelli Editore, Italy The Triangle Offense 6
PARTNER WABC (World Association
of Basketball Coaches), by Wayne Barker
Dusan Ivkovic President
EDITOR-IN-CHIEF Offensive Drills For The Post Player 10
Giorgio Gandolfi by Bruce Bowen and Joe Callero
Editorial Office: Cantelli Editore,
V. Saliceto 22/E, 40013 Castelmaggiore (BO),
Italy, Tel. +39-051-6328813, Sarunas Marciulionis Basketball Academy 18
Fax +39-051 6328815 by Sarunas Marciulionis
E-mail: fibaassist@cantelli.net
THE MISSION OFFENSE
Our objective is to help basketball grow glo- Zone Offense 22
bally and improve in every aspect. Our goal
is to produce a technical publication of the by Moussa Touré
highest level, but one that is easily under-
stood and appreciated by everyone. An Notre Dame Basketball: Motion Offense 25
ample section of the magazine is devoted to by Sean Kearney
the coaches - more precisely, youth level
coaches - because coaches comprise the
largest part of our readership. Basketball DEFENSE
can improve only if every aspect of this sport The Match-Up Defense 29
improves and moves forward. For this rea-
son the magazine is also devoted to topics of by Joe Ciampi
interest for team executives, referees, doc-
tors, conditioning coaches, trainers, and Australian National Junior Team:
mini-basketball instructors, as well as natio-
nal Federations, FIBA Zones, Leagues and a Full Court Trapping Defense 33
teams. by Rob Beveridge
The magazine is published 6 times per year.
PSYCHOLOGY AND MOTIVATION
FIBA, Cantelli Editore and the Editor-in-Chief
are not responsible for the opinions expres- Goal Setting 36
sed in the articles. All rights reserved. by Marty Clark
The National Federation and their affiliates
can reproduce any part or all the magazine
for their internal use, but not sell any part or NATIONAL COACHES ASSOCIATIONS
all of the magazine to an external publisher
without the written permission of FIBA. Croatian Association of Basketball Coaches:
All information in this publication is provided The Past and Future 37
as news matter only and is not to be used to
violate any local or national laws. by Bosko Bozic
Printed in Italy.
Copyright 2003 by FIBA.

ACKNOWLEDGEMENTS
We would like to thank the following per-
2003-2004 FIBA CALENDAR
sons and publishers:
Corrado de Belvis, Lisa Cavallini, Gerald OCTOBER JANUARY 2004
Couzens, and Raffaele Imbrogno, Paul 04.- 11.10.03 8th All Africa Games in Abuja, Nigeria 13 - 19.01.04 20th Asian Championship for Women in
Beitler of the Bluffton News Banner for 14.-19.10.03 FIBA Women's World Cup 2003 in Sendai, Japan
the pictures of pages 6 - 9, Human Kinetics
for the permission to reprint the excerpts Samara, Russia tba Draw for 28th Olympic Games
of the book of Ruben Acosta, and Coaches NOVEMBER in Athens, Greece
Choice for the excerpts of the book of tba 5th Board of FIBA-Europe in Rome, Italy MARCH
Bruce Brown and Joe Callero. tba FIBA-Africa Clinic for Coaches tba 6th Board of FIBA-Europe
AN INVITATION TO OUR READERS in Mozambique tba 22nd Albert Schweizer Tournament
No matter what the level of competition you tba FIBA-Africa Clinic for Coaches in for Junior Men in Mannheim, Germany
are concerned about, we invite you (coa-
ches; FIBA Zones, Federations, Leagues, and Seychelles APRIL
team executives, referees, doctors, trainers, tba South American Championship tba 84th FIBA-Europe Clinic for
conditioning coaches, minibasket instruc- for Cadettes 2003 in Uruguay International Referee Candidates
tors, journalists) to send articles to us for 08- 09.11.03 Central Board of FIBA in Alcobendas, 02 - 04.04.04 NCAA Women's Final Four 2004
publication. The article must be no longer
than 5/6,000 characters, spaces included. If Spain in New Orleans, USA
diagrams of plays, drills or sketches are 28.- 29.11.03 FIBA-Asia Clinic for International 03 - 05.04.04 NCAA Men's Final Four 2004
used, please limit them to 12 or less. Referee Candidates in Malaysia in San Antonio, USA
All manuscripts must be written in
English, transmitted by e-mail or faxed to the DECEMBER MAY
Editorial Office listed above. 17 - 18.12.03 FIBA-Africa Central Board in Maputo, tba 85th FIBA-Europe Clinic
The manuscript will become property of Mozambique for International Referee Candidates
the Publisher and the author will automati-
cally be granted the rigths of publication, 18 - 28.12.03 18th African Championship tba Central Board of FIBA in Geneva, Switzerland
without asking any fee now or in the future. for Women 2003 in Maputo, 14-05-2004 7th Board of FIBA-Europe in
The Editorial Staff will decide if and when Nampula, Mozambique Prague, Czech Republic
articles will be published.
There is no guarantee that manuscripts will 20 - 27.12.03 14th Asian Champions Cup for Men 15 - 16.05.04 49th Session of FIBA-Europe
be published, nor willl manuscripts be retur- 2003 in Taipei, Chinese Taipei in Prague, Czech Republic
ned.

PAGE 4 | 04 2003 | FIBA ASSIST MAGAZINE

04_004-005 5-10-2003 9:32 Pagina 5

HOOP MARKET CONDITIONING COACHES

Sport Marketing Books 38 Developing Speed in Young Players 59
by Raffaele Imbrogno by Vladimir Koprivica
TRAINERS
REFEREES, SCORER’S TABLE Orthotics 61
AND COMMISSIONERS by Francesco Borra

Mental Preparation: a Key to Success in Officiating 40

by Paul Deshaies
MINI-BASKETBALL, SCHOOL
Right or Wrong? 44
GAMES AND ACTIVITIES
MINI-BASKETBALL
The Role, Duties, and Responsibilities of the Public “Trinta” Mini-Basketball Events 63
Announcer 45 by Valentina Bashkirova
by Tomàs Grosman
SCHOOL GAMES AND ACTIVITIES
SPORT MARKETING AND The “Train” Game, the “Zig Zag Passing” Game and
the “Star Passing” Game 65
MANAGEMENT
EXECUTIVES AND MARKETING
The Key to Success 47
by Rubén Acosta
LETTERS TO THE EDITOR 66
The JR. NBA and JR. WNBA Program 51

FIBA RESEARCH AND STUDY CENTRE

Mondo: at the Service of Basketball 55

DOCTORS, CONDITIONING attention:

COACHES AND TRAINERS for readers who are interested in contacting the
authors of the articles, please send an e-mailto
DOCTORS
Anterior Cruciate Ligament Deficiency 57 fibaassist@cantelli.net
by Costas Parisis and Stergios Papastergiou

JULY 23.07.04 - 01.08.04 7th European Championship SEPTEMBER

tba 3rd Micronesian Championship for Young Men 2004 Final Round in 01.09.04 Paralympic Games 2004 in
for Men in Guam Slovak Republic Athens, Greece
tba African Cup for Men's Champion 23.07.04 - 01.08.04 3rd European Championship for NOVEMBER
Clubs Qualifying Round Young Women 2004 Final Round in tba 8th Board of FIBA-Europe
tba 3rd African Championship Pardubice , Czech Republic tba African Cup for Men's Champion
for Young Men in Senegal 31.07.04 - 03.08.04 2nd FIBA Diamond Ball Clubs 2004 Final Round
tba 2nd African Championship Tournament for Men 2004 tba Oceania Tournament
for Young Women in Belgrade, Serbia & Montenegro for Young Men 2004
tba 3rd European Promotion Cup AUGUST tba Oceania Tournament
for Cadets in Andorra tba 15th African Championship for Young Women 2004
tba 3rd European Promotion Cup for Junior Men 2004 tba Central Board of FIBA
for Cadettes in Andorra tba 8th Caretta Sunball Classic in Kuala Lumpur, Malaysia
tba 9th European Promotion Tournament for Men 2004 DECEMBER
Cup for Men in Scotland tba Oceanian Championship tba 9th African Championship
tba 8th European Promotion Cup for for Junior Women 2004 for Junior Women 2004
Women in Luxembourg tba Oceanian Championship
tba 27th William Jones Cup for Young Men 2004
for Men in Taipei, Chinese Taipei tba Sports and Nations Tournament for
09 - 18.07.04 21st European Championship for Men 2004
The events marked in red
Junior Men 2004 Final Round 13.08.04 - 29.08.04 28th Olympic Games: Tournament qualify for the Olympic Games
09 - 18.07.04 21st European Championship for for Men 2004 in Athens, Greece in Athens 2004.
Junior Women 2004 Final Round in 13.08.04 - 29.08.04 28th Olympic Games: Tournament
Huesca, Zaragoza , Spain for Women 2004 in Athens, Greece

FIBA ASSIST MAGAZINE | 04 2003 | PAGE 5

FIBAASSIST04_06_09 5-10-2003 9:33 Pagina 6

FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

THE TRIANGLE
OFFENSE
by Wayne Barker

Wayne Barker coached Cowan, Wes-Del and Carroll High

Schools, and for the past eight years he has coached Bluffton,
in Indiana. He is Vice President of the Indiana Basketball
Coaches Association, and for many years he has been a popu-
lar lecturer at the Five-Star Camp.

For a high school coach, making decisions regarding offensi-

ve systems is a struggle as players graduate and talent levels
change.
Some coaches believe in teaching motion offenses where
players react and play to what the defense gives them. Other
coaches run continuity offenses that dictate where offensive
players must be regardless of what the defense does.
I have striven always to be somewhere in the middle, and this
Triangle Offense allows that flexibility. This is a continuity
offense where all players on the floor must read the defense
and make decisions in harmony.

We will discuss:
1. Reasons for choosing this offense.
2. Basic options.
3. Reading the options.
4. Denial options.
5. Other ball screen options.
6. Sagging defense options.

REASONS FOR CHOOSING THIS OFFENSE

One reason for changing to this Triangle Offense was precipi-
tated by a change in our personnel. For the first time we did
not have a true inside player who could score with his back to
the basket. However, we did have skilled players who could
put the ball on the floor and shoot from the perimeter.
Another reason for choosing the Triangle Offense is that it is
simplistic in nature and easily understood by our players. This
offense creates great spacing on the floor and allows for many
dribble penetration opportunities that create three-point
shots.
As a coach, I’ve always believed that the team that gets the
ball inside the most during the course of the game is going to
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win most of the time. Now, instead of throwing post feeds like READING THE OPTIONS
we did in the past, we dribble penetrate to get the ball inside. Our players must be capable of reading certain screens to
Also, this offense involves all the players at the same time. In execute this offense effectively. First, cutters need to be able
any offense players have a need to feel like they have an impor- to read their defender as they set up their cut so they know
tant role. where to cut. Secondly, passers need to read the cutter’s
This offense demands that they be involved. It stresses con- defender and any close-to-the-action helping defenders.
stant player and ball movement creating higher percentage Our players must be able to read defenders and execute in the
shots. following types of screens: UCLA screens, ball screens, and
Finally, this offense permits for the interchanging of parts. “cluster” screens.
Having the flexibility of putting players in different spots on the Players cutting off a UCLA screen (see diagr. 2) must set their
floor allows for the creation and exploitation of mismatches. cut up with two steps away from the ball and then cut on the
ball-side of the screen. We emphasize scoring on this initial
BASIC OPTIONS cut.
To run this offense there must be three players on one side of Secondly, players must be able to correctly execute ball
the floor and two players on the other side of the floor. The ball screens. Ball screens are difficult to defend because they
can be on the three-man side or the two-man side. In the basic force the defender to make a decision (see diagr. 3). If the
alignment (diagr. 1): we start with the ball on the three-man defenders switch, then 2 passes to 5 on the roll. If 2’s defender
side. is effectively screened and 5’s defender does not help, then 2
Our terminology for when the ball is on the three-man side of should penetrate as deep as possible to the basket. When the
the floor is “Triangle”. 1 passes to 2, 5 sets a “UCLA” screen for defensive players decide how they are going to defend ball
1, who is cutting off a double screen by 3 and 4 on the other side screens, the offensive players must react instinctively and
of the floor; 5 then sets a ball screen for 2 (diagr.2 and 3). 2 can simultaneously to the defense. Some other ball screen options
then pass to 1 on the other side of the floor, and the offense can will be explained in more detail later.
be run again. Finally, our players must be able to read “cluster” screens (see
Our terminology for when the ball is on the two-man side is diagr. 6). If 2’s defender goes high on the cluster screen, then
“Cluster”. 1 passes to 4 (diagr. 4), 4 passes to 3 (diagr. 5) and we 2 takes him higher and then cuts low. If 2’s defender goes low
execute a “Cluster” screen: 1 and 5 create a double screen on the cluster screen, then 2 takes him lower and then cuts
(forming a right angle at 90°) for 2, who reads his defender and
cuts high or low while 4 screens on the ball for 3 (diagr. 6). 1 and
5 fill the open spaces, and 4, after the screen, goes outside
(diagr. 7).

D.4

D.1

D.5

D.2

D.6

D.3

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COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

high. It is easy to teach 2 that read; however, it is much more An important part of these alternatives is that all can be run on
difficult to teach the two screeners and the passer to make that either side of the floor (two-man side or three-man side).
read.
Note: The diagrams for this section have only two players
DENIAL OPTIONS included. We are assuming the ball is on the three-man side of
It is important in any offense to have options to counter the tac- the floor and that 1 passed to 2 and cut off a “UCLA” screen by
tics that opponents will use to disrupt the offense. If 1 cannot 5 and then off the double screen by 3 and 4. This leaves only 5
pass the ball to initiate our offense because our receivers are and 2 left on that side of the floor. However, these options are
denied, we have two basic denial options. equally effective when the offense is initiated on the two-man
The best denial option is a simple screen of 5 on 2, with the ball side of the floor.
(diagr. 8). This action is difficult to defend. The slip-screen option (diagr 10): We have the screener go to
Usually the player guarding 5 must help or switch to 2 enabling the same place as he would in a ball screen, but instead of hol-
for an easy catch by 5. This is a good way to setup our no- ding and rolling on the dribble, we “slip” straight to the basket.
screen option that we will discuss later. Because of the ability We run this option against defenses that switch.
to interchange our players in this offense, we like this screen of As the screener’s defender jumps out at the offensive dribbler
5 for 2 as a denial option. to switch, we “slip” the screener to the basket. At times, we
The second denial option that we use is a screen on the ball of also run this option against defenses that hedge on the dribbler
4 for 1 (diagr. 9). After we run this option, we can keep the ball really hard.
on the two-man side of the floor and run “Cluster,” or 1 can The handoff option (diagr. 11): 2 dribbles the ball toward the
reverse the ball to the three-man side of the floor and run middle of the floor, and 5 goes behind for a handoff from 2. This
“Triangle.” is very difficult to defend if the defense expects a ball screen.
The no-screen option (diagr. 12): this is merely what it sounds
OTHER BALL SCREEN OPTIONS like 5 holds near the middle of the floor, and 2 does a jab step
Ball screens are a prominent part of this offense. We prefer ball crossover like he is going off a ball screen and then drives it
screens because they are difficult to defend. However, there baseline.
are times during games that we need other options on offense. This is usually very effective because 2’s defender is assuming
We use three alternative options in the place of ball screens. that a ball screen is coming, and there is relatively little help
They are: defense because of the double screen taking place on the
▼ Slip-screen option. other side of the floor. This is a great option to exploit a defen-
▼ Handoff option. der that cannot guard dribble penetration.
▼ No-screen option. In scouting, when we find a defender who cannot guard the
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D.13
dribble, we make him guard an offensive player starting in the
D.7
5 spot and combine the screen of 5 for 2 denial option with the
no screen option (discussed earlier).

SAGGING DEFENSE OPTIONS

Because this offense relies so much on dribble penetration,
opponents will sometimes sag their defenders into the lane to
be more conscious of helping.
We use two sagging defense options. They are:

▼ The cross screen option.

▼ The two screens option.

The cross screen option (diagr. 13): 1 passes to 2 and cuts off
the “UCLA” screen by 5. In this option, 5 holds and does not
set the ball screen for 2. Normally 1 cuts off the double screen
by 3 and 4.
However, this time, 1 sets a cross screen for 3 whose man is
sagging in the lane to help on dribble penetration. 1 then con-
D.8 D.14
tinues off the single screen by 4.
This is very difficult to defend because the defense often anti-
cipates normal Triangle Offense.
D.15 The two screens option (diagr. 14 and diagr.15): 1 passes to
2 and cuts under the basket off the UCLA screen by 5; 2 pas-
ses to 5 and then screens in for 1 to cut along the baseline
to the ball side (2 then slips that screen, if his defender
helps on 1).
At the same time 4 flare screens for 3 on the other side of
the floor (4 then slips that screen if his defender helps on 3);
D.9 5 must read the defense as these “two screens” are being
set. Again, this is very difficult to defend because the defen-
se is not expecting it.
1’s defender is not used to covering
D.10
that cut. 3’s defender is sagging in
the lane, and it is nearly impossible to
cover 3 over 4’s flare screen.
Running these sagging defense
options back-to-back is very effecti-
ve.
These options make the defense play
more honest and that opens up our
regular offense.

D.11 CONCLUSION
All coaches strive to find the offensi-
ve system that gives their team the
best chance to be successful.
That decision is almost always diffi-
cult to make.
Unless coaches have the ability to
choose or recruit their players it will
be a constantly evolving process.
The Triangle Offense has been a
good choice for our team.
D.12 It matches the talents of our players
and gives them an opportunity to
play to their strengths. It’s simple
and creates great floor spacing. It
stresses getting the ball inside.
Finally, the Triangle
Offense involves all players and
provides flexibility to interchange
players.

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FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

by Bruce Brown

by Joe Callero

Bruce Eamon Brown, former Athletic

Director at Northwest College, Kirkland,
Washington, taught and coached for
three decades, and produced several
instructional basketball videos. He is
the author, with Joe Callero, of the book
“101 Offensive Post Player Drills”,
Coaches Choice, from which we publish
this excerpt.

Joe Callero is the head coach at the

Seattle University and previously he ser-
ved as the head coach at the University
of Puget Sound, Washington.

POSITIONING DRILLS
The goal of the offensive post player is to
occupy court space, thereby creating
passing angles and room to operate
once the ball has been caught. He does
this by getting and maintaining good
position. Some terms used by coaches to
get good post position are “post-up”,
“shape-up”, and “seal-off”.

STRAIGHT LINE RULE

Objective: To teach the post to find the
correct alignment with the ball and
basket.
The coach holds the ball, and the post
player moves in a direct line with the ball

OFFENSIVE DRILLS
FOR THE POST PLAY
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FIBA EUROPE

D.1 D.4

D.2 D.5

D.3 D.6

and the basket. The coach can move or direct-line position and seals the defen-
pass the ball to make the post player der with his body. If the defender choo-
adjust the direct line (also called the ses one side, the offensive post must go
“line of deployment”, by some coaches). against the pressure and attempt to
Lines can be drawn or taped on the floor move the defender off the direct-line
for younger players to grasp the concept with his hips, legs and shoulders. The
(diagr. 1). offensive post must assert his authority
By positioning on this line, you force the and be as physical as the defender. If the
defender to exaggerate his position if he defender is on the either side, the offen-
is going to play you on either side or stop sive player should not allow him to get
you by playing a “half a man around”. his lead foot in order to get around him
To teach the post to locate the correct (diagr. 4).
direct line position, the coach can start
with the ball on one side of the court RECOGNIZE THE DEFENSIVE PRESSURE
while the post players “V-cut” toward Objective: To locate the direct line posi-

S
the ball side and find the correct strai- tion and verbalize how the defender is
ght-line position (diagr. 2). This drill can playing him.
also be performed by having the ball pas- The offensive post player cuts to the
sed to different spots on the floor, where direct-line position and calls out whether
it can then be entered to the post player the defender is on the low side, high side,
(diagr. 3). or in front of him. This is the next step in
learning how to hold position. “Target”
MOVE TO THE STRAIGHT-LINE AND LOCATE the ball, and anticipate the offensive

AYER
THE DEFENSE move that will be used (diagr. 5, 6 and 7).
Objective: To locate the direct-line posi-
tion and physically seal the post defen- CHEEK THE FEET, PEEK, PEEK
der. Objective: To check the location of the
The offensive post player moves to the defender when he is playing behind the
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FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

post and not making any contact. MOVING ACROSS THE KEY
The offensive post flashes to the direct Objective: To teach the post how to cut
D.7
line, while the defender stays behind him, across the key toward the ball.
not making any contact. The offensive The post should not cut in a straight line.
post simply glances at his bottom foot to Always change the direction and pace to
see if the defender has a foot outside of explode toward the position on the direct
his own. If not, he knows he can “drop- line. Use the V-cut to set up the defender
step” and use his “power move” (diagr. and to change direction and pace (diagr.
8). This may result in a quicker initial 12 and 13).
move. If the defender’s foot is below his
bottom foot, he can make his move to the GO AWAY AND REPOSITION
middle of the floor, or just shoot the turn- Objective: To teach the post to reestabli-
around jumper to the middle (diagr. 9). sh a low post position by taking his man
Some coaches will have the post catch away. D.8
and immediately check the top foot of the The post starts on the direct line with the
defender, and if so, instruct the post to ball on the wing. The defender has the
drop step. Coaches who believe in advantage in position, so the offensive
checking the top foot often think that if post steps into the key as if screening
the receiver’s first look is toward the away or cutting away. He quickly rever-
middle as he is checking, it may influence ses and comes back to the block and
the defender to move that way, opening reestablish position, receives the pass
up the baseline drop-step. At the same and makes the appropriate move (diagr.
time the post is looking over his inside 14 and 15).
shoulder, he can begin hooking with his
baseline foot. Another teaching key is to HIGH/LOW POSITIONING
have the post player catch the ball and Objective: To teach the low post to get
peek over the baseline shoulder and then open to receive the ball, his first look
peek over the topside shoulder. This will should always be to “his buddy” in the
allow the receiver to get into the habit of low post. The low post player can use
finding the defender and looking first to any of the following techniques to posi-
go to the baseline side. tion himself to get open:
▼ Low post jab-step with his inside
ROLL BEHIND THE SIDE-ROLL foot. If the defender does not react,
Objective: To teach the low post player to step over his top leg and seal him off
counter the side front. (diagr. 16)
If the low post player is overplayed on ▼ Step across the lane and seal off on
one side, the offensive player executes a the opposite side (diagr. 17).
quick roll behind the defense, circling ▼ Flash with a quick step-up the lane
and pinning on the opposite side (diagr. to meet the ball (diagr. 18).
10). ▼ Step up toward the ball if fronted,
seal off and look for the lob
KEEP YOUR BALANCE (diagr. 19).
Objective: To have the offensive post ▼ Step between the feet of the
player learn to fight for and maintain a defender and execute a quick
good base and not be moved off balance. pivot to seal him below.
Most post errors are due to loss of balan-
ce. Balance begins with a good wide OFFENSIVE MOVES
base that allows the post player to main- AND SHOOTING DRILLS
tain position without being moved off the Good post players do not need a lot of
direct line. Knees must be bent, the feet moves. By practicing a few basic moves
wide with weight equally distributed on and turning them into habits, post
each foot, arms up in “double L’s” with players should develop confidence in D.9
the arms and head between the feet. their ability to score when the ball is pas-
Players need to learn how to make small sed into the post area. To develop the
lateral adjustments by moving their upper habit of rebound jumping back to the
body and head with their base against basket, the player needs to follow up
defensive pressure without being moved every shot in every shooting drill as it is
off balance. going to be missed.
The stance at the post should be comfor- Some coaches require each player to
table and similar to a good defensive learn the same offensive post moves. All
stance. Elbows should be out (double L’s) players do need to learn some basic
and hands up at the shoulder height. moves, but the coach should also look at
Hands should be open with fingers the natural strengths of each his post
spread (diagr. 11). players when deciding which secondary
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D.10

D.11

D.12

D.13

D.14

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FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

moves should be taught. Variables are:

strength, touch, shooting range, ability to
dribble, ability to catch, power jumping,
and quickness. When teaching offensive
post moves, the normal order of options is:
▼ High Post - 1. Pass 2. Shoot 3. Dribble
▼ Low Post- 1. Shoot 2. Pass 3. Dribble

LAY-UPS, HOOP CUTS, AND BALL-CUTS

Objective: To become automatic from the
lay-up area with either hand.
Post players shoot 10 lay-ups from the
right and 10 from the left at the start of
each practice session. Use the right
hand to shoot from the right side as you
face the basket, and use the left hand
from the left (diagr. 20). As soon as the
lay-ups are completed, the players
moves to the corner and make a “hoop-
cut” receiving a pass from the coach on
the weak side or from the high post. They
catch on the move, and shoot a lay-up
(diagr. 21). The third part of the warm up
includes a “ball cut” from the corner. The
post player receives the pass, squares
up in front of the basket, and shoots the
4- to 6 foot (note: from about 1,50 to 2,00
meter) jumper (diagr. 22). In each of the
last two drills, the player rebounds his
own shot and passes the ball back to the
coach as the next player in the line starts
his cut. After rebounding and passing the
ball back to the coach, each player
moves to line-up on the opposite corner
to repeat the same shot.

CUT ACROSS THE KEY, CATCH AND SHOT

Objective: To practice moving across the
key toward the ball with a V-Cut, cat-
ching the pass, and making a predeter-
mined offensive move.
Start with two coaches on opposite
wings with a ball and the offensive post
player on the opposite block (diagr. 23).
The player V-cut across the key, recei-
ves the ball with proper fundamentals,
and quickly makes the move called by
the coach as he began his cut (diagr. 24).
He follows up and scores any missed
shots, and then cuts back across the key
to the other coach, with the same move
from the other block (diagr. 25). The
defender must cooperate by playing on
the correct side so the post can make
the predetermined move.
The coach can call for any other shot he
wants the player to practice. The team-
mate waiting to be the next shooter acts
as the rebounder and outlets the ball
back to the coach who initiated the drill.
You can also add a defender and play 1-
on-1 live after the catch (diagr. 26). The
defender must cooperate by playing on
the correct side so the post can make

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the predeter- D.15

mined move. D.16 D.21

HIGH POST
FLASH, JUMP
SHOT, AND DRIVE
COUNTERS
Objective: To
practice the cut
to the high post
(flash) and then
jump shot from
the high post. Also, to practice the
D.17 D.22
“counter drive” to the jump shot.
With two coaches on the wings (each
with a ball), the player starts low and fla-
shes to the high post, catches with cor-
rect fundamentals, squares to the
basket, and shots (diagr. 27). He follows
his shot and scores any missed attempt.
He immediately cuts the other elbow and
repeats the patterns (diagr. 28). The
coach can call for a jump shot or a lift-
fake and drive. The next shooter acts as
a rebounder, returning the balls to the
coaches. You can also add a defender D.18
D.23
and play 1-on-1 live after the catch.
If the defender is trailing the cut, the post
can counter the jump shot with a strong
side drive to the basket (diagr. 29). If the
defender overplays the post as he cat-
ches the ball, the offensive player can
counter the jump shot by sweeping the
ball through and taking a cross over
drive (diagr. 30).

SLIDE TO THE LOW POST AND SHOOT

Objective: To practice shots after sliding D.24
D.19
down the lane from the high post.
Two coaches are on the wings, each
with a basketball. The post player starts
at the high post and slides down the side
of the lane until he reaches the direct-
line position, receives the ball, and
shoots the shot called by the coach as
he begun his slide (diagr. 31). He follows
his shot, rebounding, and scoring any
miss. He immediately returns to the high
post and slides down to the other side
(diagr. 32). The next scorer acts as a D.25
D.20
rebounder and returns the basketballs to
the coaches (diagr. 33). You can also add
a defender and play 1-on-1 live after the
catch.

POWER MOVE TO THE BASELINE

WITH A DROP-STEP, POWER DRIBBLE
Objective: To teach this strong move to
the basket based upon the defensive
pressure.
After reading the defense and feeling the
pressure on the high side, or by not
seeing the defender’s low- side foot
(diagr. 34), the offensive post takes a

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FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

straight step to the basket with the base-

D.26 D.31 line foot (diagr. 35). At the same time he
is stepping, the post player keeps the
defender on his hip and seals off the
baseline.
While he is stepping, he pushes the ball
down with his baseline hand, taking one
short and low power dribble, with the
ball kept between his legs.
The power dribble is taken so the trail
foot can step and gather without trave-
ling, and so the shooter has the power
source from both feet under him: He
D.27 D.32 gathers the ball into a shooting position
in front of him and brings the trail foot to
the basket, squares up to the baseline,
and powers-up to the hoop.
The player should use the backboard on
the power jump shot and land in a posi-
tion to “rebound jump” back to the
basket.
To add aggressiveness and practice
exploding the ball to the basket into this

D.28 D.33

D.29 D.34

D.30 D.35

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D.36 D.37 D.38

drill, the post player receives the ball

with the defender behind him does not D.39 D.41
give the defender any contact. He uses a
drop-step into the power spot and explo-
des to the basket, regardless of where
the defender is. This aggressive move is
just to set the tone of aggressiveness
and to play through contact.

WHEEL-COUNTER
TO THE BASELINE POWER MOVE
Objective: To counter the defense when
they cut off the baseline power move. D.40 D.42
This move is used in combination to the
baseline power move. It is used when
the defense is playing on the high side
(diagr. 36), but recovers to cut off the
drop-step, or when the defense is
playing behind and not putting any pres-
sure on the post (diagr. 37).
The offensive post drop-steps with the
baseline foot and power-dribbles the ball
to take the easiest shot. But, as the
defense reacts and cuts off the baseline,
the post immediately swings his top leg hook, jump hook or jump shot). This is the
across the lane ands shoots a jump hook, same move as the swing shot to the lane. D.43
baby hook, or jump shot (diagr. 38). A good post should be able to learn to go
to the swing shot either way (diagr. 41).
SWING SHOT TO THE LANE
Objective: To counter low side defensive BASELINE TURN AND FACE
pressure. Objective: To teach and practice a move
After reading the defensive foot or fee- to be used when the defender is behind
ling the pressure on the baseline (diagr. the post without any pressure.
39), the offensive post steps across the The low post player reads the defense
lane with the top foot as far as possible behind him, and, not feeling any pressu-
(diagr. 40). re, he steps out toward the ball to recei-
When the top foot hits the court, he ve it (diagr. 42).
brings the trail knee up to the gain height He then pivots to square his feet to the D.44
on the jump and goes with his best shot basket (diagr. 43 and 44).
(jump hook, baby hook, or jump shot). The shooter goes straight up and focu-
After shooting, he comes down in balan- ses on the spot on the backboard to bank
ce and prepares to follow up a miss. the shoot. After shooting, he lands in
balance with hands up, moving toward
SWING SHOT TO THE BASELINE the basket to rebound.
Objective: To counter high side defensi- The quickest key for the shooter to
ve pressure. check is by focusing on the hands of the
After reading the defensive foot or fee- defender as he closes out. If the hands
ling the pressure on the high side, the are low, he should “think shot” immedia-
offensive post takes a big step toward tely.
the baseline. When the baseline foot hits The post player should be able to pivot
the court, he brings the trail leg up for to the middle of the floor with the same
height and shoots his best shot (baseline shot, depending on his strength.

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FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

by Sarunas Marciulionis

Sarunas Marciulionis, from Lithuania, played in the NBA

from 1989 to 1997 for Golden State, Seattle, Sacramento, and
Denver. As a player with the Russian national team, he won
the gold medal at the 1988 Olympic Games, while with the
Lithuanian national team he won two bronze medals at the
1992 and 1996 Olympics. He won a silver medal at the 1995
European Championships, where he was also chosen MVP.

Sports for active and enthusiastic children consists of much

more than just physical training. This is true at the Sarunas
Marciulionis Basketball Academy (formerly the SMB School)
in Vilnius, Lithuania, where young boys’ dreams come true.
How did it all start? The first idea was to establish a basket-
ball school for children to play the game and also receive a
supplementary education. That idea may have been born in
my childhood when my friends helped me building a basket-
ball court in my yard. It could also have been later in America,
when my dream to play with the world’s best basketball
players turned to reality and the money I earned there
allowed me to build the school. “Let the Lord be your will-
power and a slave to your conscience”. This is my motto. But
I understand that this is perhaps the most difficult to accom-
plish because individuals always have room for self-impro-
vement, with new goals to set and achieve. This has become
the school’s main attitude in developing young players. The
Sarunas Marciulionis Basketball School was founded on
September 1, 1992. The primary purpose of the school was to
train future athletes in fundamental basketball techniques
and enhance their educational skills. Apart from Lithuania’s
need of good basketball players, it also needs smart, hard-
working, and honest people. The ultimate goal is to raise the
quality of players available for Vilnius basketball teams,
Lithuanian National teams, and the Lithuania Basketball
League, my country’s first professional basketball league. In
2002 the SMB School celebrated its tenth anniversary. On
this special occasion, FIBA awarded Sarunas Marciulionis
Basketball School the status of Basketball Academy for its
great contribution in developing youth basketball in
Lithuania. There are currently 31 groups and 770 boys
between the ages of seven and 18 attending the Academy,
with ten coaches and two teachers working there. The
Academy charges fees for training and there is a special

SARUNAS
payment system worked out to ensure the viability of the
institution. The SMB Academy also attempts to raise aware-
ness that basketball is a team game and no achievements
can be obtained on one’s own. Ten- and eleven-year-olds
have four training sessions a week. The boys not only prac-
tice basketball but also participate in different games and
competitions. In this way, they are introduced to the full game

BASKETBA
and are taught the basic principles of team game on both
defense and offense.
Beginning in the fifth year, training sessions increase to five
per week. At this stage, the first and the second teams are
formed from the best players. They participate in different
tournaments in Lithuania and abroad. Starting from the sixth
year of training, the sessions extend from an hour and a half,
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S MARCIULIONIS
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FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

to two hours. The boys have a chance to be selected for

Lithuania’s national team at this age group.
There are only two Cadet teams (14- or 15-year-olds) at the
Academy. Each team has its own coach. At this age, the boys
take their first steps in men’s basketball. They start playing
with a regulation basketball and are not limited as to the use
of team defense system. They are encouraged to work hard
to gain new skills and acquire new techniques. To adjust to
men’s basketball, the boys start participating in basketball
tournaments that are organized in Vilnius for men’s teams.
They become more skilful and mature. Experience gained
here assists them when competing with teams of the same
age in different tournaments and the Lithuanian Cadet cham-
pionships. The most gifted players are then selected to be on
the Lithuanian Cadet team, which represents Lithuania at the
European Cadet championships.
Two excellent teams attend the Academy. One is comprised
of 16-year-olds and the other of 17-year-olds, both of which
include the best and most promising players of that age
group. The most advanced team members play for the
Lithuanian national youth team. During the last year of their
basketball training education, the Academy graduates join
the best Lithuanian men’s club teams and participate in the
Lithuanian Basketball League, the Lithuanian Basketball
Highest League championships, and even the European
championships. Some of the boys go on to join American uni-
versity clubs.
The Basketball Academy club was founded in 2003. The pur-
pose of the club is to help the best basketball players even-
tually be selected to play for the best Lithuanian men’s clubs. image of a basketball player as being someone only intere-
By having their own club, they will not be tempted to go and sted in sports. With so much time spent in training and com-
play for American university teams, some of which are not at petition, very little time was left for spiritual and esthetical
the highest level. The best basketball players, 14 and older, self-improvement. But since it is important for the personality
are eligible to join the club. As club members, they will not to be fully developed, we came up with the idea of providing
have to pay school fees. They will train and participate in dif- children with a multilevel education.
ferent games up to the age of 22 or 23. We believe that this Consequently, in addition to teaching the complexities of
club will give young talented players a chance to mature as basketball, the boys supplement their basketball training with
basketball players, creating a greater likelihood that they will classes in ethics and aesthetics. They study English and take
stay in Lithuania and play for local basketball teams instead computer lessons. The youngest boys are taught norms of
of leaving and joining foreign teams. In establishing the behavior, and discuss topics concerning friendship. Older
school, one of my goals was to break the long-standing boys focus their attention on man’s full potential and are
acquainted with the basic principles of etiquette. They also
participate in geography competitions. The senior boys
discuss psychological issues about the formation of charac-
ter, temperament and relaxation, and they take different tests
in these areas.
The English language serves as means of communication on
tours abroad and when guests visit the Academy. The boys
spend a lot of time studying basketball terminology, the
knowledge of which helps them feel confident on the court
with foreign teams and referees. Watching educational
videos about basketball also assists them in their develop-
ment. The boys realize how important it is to be able to
express themselves in a language other than their own.
Lessons in computer technology form the third supplemen-
tary course that has been introduced at the Academy. The
boys have excellent opportunities for creative work. They are
introduced to the wide world of computers at the age of
eight. Senior boys work with word processors, clipart image
libraries, and they make their first layouts at this time. The
school has an Internet connection so that anyone who is wil-
ling to develop his skills and abilities has the right conditions
to work. Those boys who decide to leave the Academy early
will have benefited from their time spent here. They will have
learned the fundamentals of basketball and also received a

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supplementary education. As a guest from Houston, Texas

recently said: “I hope to see some of these boys in the NBA
some day. But if not, it’s nice to know they are learning great
things about life. We need programs like this in the U.S., and
we need people like Sarunas to run them.”
When the academic year is over, the summer camp season
begins. Summer with a Basketball is a two-week training
session at the Academy for all the local boys and girls who
enjoy playing basketball. Teaching special techniques is not
emphasized. Rather, the children are encouraged to play and
have fun. They can show off their skills in free-throw, three-
point shot, and other competitions. When the training ses-
sion is over, children eat at the café and watch basketball
videos. Children usually spend most of the day at the
Academy. There is a regular schedule for all the tournaments
organized at the Sarunas Marciulionis Basketball Academy.
They are divided into professional and non-professional (or
public) tournaments. The SMB Academy not only invites
teams from other countries to come to Lithuania, but boys
also go on basketball tours abroad with the team. The map of
visited countries is quite colorful-26 countries so far. The
Academy has established friendly relations with many coun-
tries throughout Europe. Some of the teams have represen-
ted the SMB Academy in the USA, Canada, Australia, Japan,
South Africa, Argentina and Uruguay. The boys participate
most actively in tournaments in France. Every spring two
teams from the school take part in the annual tournaments
held there. These trips not only assist boys in their overall
basketball development, but also encourage them to build
bonds of friendship, to meet new people, and to broaden
their outlook. The SMB Academy has already developed its
own holiday traditions, with an annual Christmas celebration,
All Star Days, Seeing the Old Year Off, and others. The begin-
ning and the end of the academic year are special occa-
sions, indeed. In the sports hall, one can visit the “Gallery of
Champions”, which displays small flags with the names of
basketball champions and the dates of their victories. The
most important events are described in the SMB School-
Academy Chronicle, which archives photographs as well as
newspaper and magazine articles about the school.
Ten years is a long time. Looking back, I recognize that the
first steps were rather difficult. I helped shoulder the finan-
cial responsibilities, and we pushed onward. Over the years,
the SMB Academy has gained a number of supporters,
friends who have offered a generous hand by donating pri-
zes or providing financial support for the tournaments and
tours. Currently, the SMB Academy is undergoing financial
difficulties. Unlike state-sponsored sport schools, the
Academy doesn’t receive any funding from the Lithuanian
Basketball League or the government. Due to Lithuania’s fra-
gile economic situation, it is getting more and more difficult
to find sponsors. What was my vision of the school ten years
ago? How did it exceed my expectations? We proceeded by
taking small steps, growing slowly and steadily. We still have
to overcome long-ingrained stereotypes within Lithuanian
society, a society that believes that private ownership is a
bad thing, perhaps even evil. I had always hoped things
would be different and that we would receive better treat-
ment from our government and governing institutions. Still, I
remain ever optimistic.
The SMB Academy is getting ready for the upcoming acade-
mic year and our new admissions. As one NBA player once
told me, “The lessons learned through sports will serve you
through your entire life. Be proud, see the vision, and achie-
ve the vision.”

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FIBA EUROPE
COACHES - OFFENSE

ZONE OFFENSE
by Moussa Tourè

Moussa Tourè, a FIBA Level III coach, is an assistant

coach of the Senegalese Women’s National Basketball
Team. In 1997 he served as head coach of the Senegalese
Men’s National Cadets Team.

PREMISE
Two are the types of zone defenses:
▼ The even zones (with two defenders in the front line): 2-
3 zone, 2-2-1 zone, 2-1-2 zone.
▼ The odd zones (with one defender in the front line): 1-2-
2 zone, 1-3-1 zone.
The fast break is the best weapon to attack any defense
because it is quicker, safer, and does not allow the defen-
se to get back to its position in time to effectively stop ball
movement to the basket.
When and if the defense gets back in time to organize itself
into a zone defense, it is necessary to counterattack with
an offensive system that is both simple and efficient. The
goal of any zone offense is to get an uncontested shot; a
shot that offers a good opportunity to get fouled; or a shot
that can be easily rebounded. It is particularly important to
get the ball inside against zones because it can be very
demoralizing to the defense: the heart of the defense has
been penetrated.
The zone offense owes its strength and efficacy to both
individual tactical abilities and overall group tactics (the
effective link of two or three players). The identification of
the qualities of your players and their positions must be
taken into account when setting up your zone defense.

INDIVIDUAL AND TEAM BASICS - INDIVIDUAL FUNDAMENTALS

Passing, dribbling, shooting, faking, cutting, and offensive
rebounding. Rebounding is critically important against a
zone defense. One of the major weaknesses of a zone
defense is the confusion regarding box-out assignments.
Make your players aware of this. Many rebounds fall on
the side opposite the shot, so have the players concentra-
te on weak-side rebounding.

INDIVIDUALTACTICS
When and why to use these different techniques.

TEAM TACTICS
How to set up and use screens.
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INSIDE PLAYERS:
1. Move and post up.
2. Pass and cut.
3. Skip pass and cut.
4. Shoot and rebound.

PERIMETER PLAYERS:
1. Pass and cut.
2. Dribble attack.
3. Open a gap.
4. Spacing for a shoot.
5. Every three passes, a pass to the low or high post. D.1 D.6

GENERAL PRINCIPLESTHE FASTBREAK

As already mentioned, the fastbreak remains the most effi-
cient weapon against any defense. The objective of the
break is to score quickly before the zone defense has a
chance to set up.

SPACING ON THE COURT

All areas of the court do not have the same importance.
When facing a zone defense, it is important that the attack
be organized so that each player is in position to effectively
D.2 D.7
break down the defense. For that, players must:
1. Occupy the gaps by always isolating a defender with
two offensive player.
2. Occupy the key low post area.
3. Occupy the high post area.
4. Widen the defense on the court, making defenders
cover more area.

OVERLOADING
An offensive player must create an overload position and
then pass the ball as quickly as possible from the strong to
the weak side of the court. The aim is to position the best D.3
shooter to get the ball to the player who is able to penetra- D.8
te the defense and drive to the basket.

OCCUPATION OF THE HIGH POST AREA

When the ball is received in the high post there is no effec-
tive defense. This is the best area in a half-court set and I
like to position my center or forward here. These are
players who are good ball handlers and good shooters.

ISOLATING ONE DEFENDER AGAINST TWO OFFENSIVE PLAYERS

You need to have a good weak side offensive player. Get the
ball to him quickly for the shot. D.9
D.4
OPEN GAP
A good attack creates a good open gap, forcing the defen-
se to move quickly. Players must not dribble right after they
receive a pass. The ball handler must always be in triple
threat position, in order to force a defender to come out,
make a dribble in such a manner such another defender
would intervene and then pass. Don’t ignore fake passes.
Don’t forget that when an offensive player fakes a pass, the
defense will often be thrown off balance.

CUT AFTER THE PASS

Don’t stand around. The player must cut after a pass in D.5 D.10
order to make the defender move from his position. The
player must not run towards the basket with his back to the
ball; always be ready for a return pass.

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FIBA EUROPE
COACHES - OFFENSE

ALTERNATE THE RHYTHM OF THE ATTACK D.14

Move the ball quickly after overloading one side.

BE PATIENT
Good ball movement, screening, and dribble penetration
will eventually cause a zone to break down and yield a good
shot at the basket. Patience and tactical discipline are very
important characteristics needed in order to effectively
attack any zone. Never rush or precipitate offensive
actions, but always seek to provoke the defense. Get your D.11
players to slow down and make good passes. Turnovers are
caused from rushing the attack against a zone defense. Be
patient and good shots will come. The best time to shoot is ▼ Passing (primarily the skip pass), based on the various
when both rebounding and offensive balance is assured. positions of players on the court.
▼ Optimal spacing on the court. Keep players approxima-
OFFENSE VERSUS THE 2-1-2 ZONE tely 10 to 15 feet apart from each other in order to keep one
This is the basic set versus the even zone, a 2-1-2 in this defender from being able to guard two players.
case (diagr. 1). 1 passes to 2, and 2 to 4, who pops out in the ▼ Timing of cutting.
corner (diagr.2).
After the pass to 4, 2 cuts and goes in the low post position, Remember: any zone defense can be broken down with
1 replaces 2 and 3 replaces 1, while 5 goes in the high post four or five well-executed passes. So, be sure to stress pas-
area (diagr 3). 4 passes to 1, and 2 cuts and goes to weak sing, passing, and more passing in your practice sessions.
side, outside the three-point line (diagr. 4).
As soon 4 passes the ball to 1 and 1 to 3 in the middle of the
floor, 5 goes to the low post and 4 in the high post (diagr. 5).
From this position 3 can pass to any of
his teammates (diagr. 6).
If 3 passes to 2, 2 can pass to 4, who can
make a pass to 1, or to 5 in the low post
area. After the pass 2 can cut (diagr. 7).
For the continuity of this offense, 4 can
come out in the corner and the players
move as already described (diagr. 8).

ZONE OFFENSE 1-2-2

This is the basic set against the odd type
of zone. a 1-2-2 defense in this case
(diagr. 9). D.15
With the ball in the hands of 1, 1 passes
to 4, who pops out in the corner. At the
same time, 3 goes in the low post area, D.16
and 5 goes in the high post position (diagr. 10).
1, after passing to 4, cuts in the lane, 2 replaces 1, 3 goes to
the low post area, and 5 moves up to the high post position
(diagr. 11). 1 comes out of the lane and goes out of the three-
point line (diagr. 12). 4 passes to 2 and 2 makes a skip pass
(this cross-court pass gives the offense more options and is
essential in attacking the weak side of a zone) from one side
of the court to the other to 1. 3 cuts to the other side of the
court to the low post position, and 4 replaces 3.(diagr. 13).
For the continuity, 1 can pass to 3, who pops out in the cor- D.12
ner, and cuts, or he can make a skip pass to 2 (diagr.14).

ZONE OFFENSE DRILL

Two lines of players set up outside of the court with the ball,
and two lines set up outside the three-point line. 5 and 7
pass the ball respectively to 2 and 1 at the same time (diagr.
15). After the pass, 5 and 7 run outside the three-point line
(diagr. 16).
2 passes to 7 and 1 passes to 5. 5 and 7 make a couple of
dribbles, and then take a jump shot. 1 and 2 then go to
rebound (diagr. 17).
In preparing an effective zone offense, it is important to D.13 D.17
practice these key items:
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FIBA EUROPE
COACHES - OFFENSE

NOTRE DAME
BASKETBALL:
MOTION OFFENSE
Sean Kearney, former assistant coach at
by Sean Kearney

Providence with Rick Pitino, at

D.1
Northwestern with Bill Foster, and
Delaware, he became associate head
coach at Delaware and, three years ago,
at Notre Dame.

BASIC PRINCIPLES
Our “Motion Offense” under head coach
Mike Brey is basically 3 players outside, 2
players inside. In the halfcourt, with the
ball on top, we are in screening pairs with
the two inside players working together
with the perimeter players to get open.
These initial screens can be a variety of
different angles. We encourage the
players to get to different spots on the
floor to receive screens. We want to get
away from it always being a big player
setting a down screen for a perimeter
player. Once we get the ball to the entry
(foul line extended) the perimeter players
will work together as will the inside
players.

WHY MOTION OFFENSE?

We love to be “hard to guard”. We’ve
been fortunate to have versatile / multi-
talented players in our program that have
flourished within this system. Naturally,
as a result of our success, we continue to
recruit talented young guys who will fit us
well.

Teams that run motion offense are diffi-

cult to defend and difficult to scout. We
teach our guys to read the defense and
make the right play. We have certainly
instituted some rules but we try to give
plenty of freedom. Whether they are
responsible enough to handle that free-
dom is something coaches need to work
through. Defining roles with your group is
just as important as where you are ente-
ring the ball. If your best perimeter shoo-
ter is not getting enough touches and
shots then you have work to do.
Teammates need to understand their
roles and then trust each other within
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FIBA EUROPE
COACHES - OFFENSE

D.2

D.3

D.4

D.5

D.6

their own assignments. Coaches need to important for us in this offense. We use the
have the ability to loosen the reins at first, three-point line as a guide for our perimeter
then pull them back in as your team handles spacing. 2 can either pass to 5, in this case,
this freedom. who posted up right away or 5 can screen to
the other side for 4. At the same time, 1 and
INITIAL ALIGNMENT 3 are working together, either screening
4 and 5, the big players, screen for 3 and 2 away or 1 can set a fade screen and then
and 1 passes the ball to one of the wings, 2 shaping up to ball on top. If 5 has screened
in this case (diagr. 1 and 2). Spacing is so across for 4, after he does that he will imme-
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diately shape up high and get himself to should time it so the down screen occurs
the high post (diagr. 3). just as the ball is coming back to the top
from 1 to 2 (diagr. 5). We will get an awful
Like all good offensive situations, ball lot of good looks with this movement. The
reversal is crucial to the success of this initial pass from the wing back to the top
offense. It is so much easier to make a cannot be a lazy one. We don’t use it as
penetrating dribble or post feed after frequently but we could shallow from
we’ve moved the defense some with wing to top as well. When 2 passes the
reversal. Most often reversal will come ball to 3, 2 makes a screen for 1 and 5
through the perimeter player who has comes to the high post, for keeping the
come to the top. We do, however, love to defenders busy and not allow them to
get reversal through the big player in the help (diagr. 6).
high post. As the big player catches the D.7
ball in the high post, we teach him to look b. “Circle” - 1 dribbles at 2, the wing, and
for his shot (depending on personnel), pushes the perimeter players 2 and 3,
look to feed his partner in a high-low D.8 around on the three-point line, each
situation, or to reverse to the opposite replacing the other (diagr. 7). 5, the ball
perimeter player at foul line extended. At side big player, will post up. 4, the opposi-
times we have had a rule where anytime te big player, will look to down screen for
the ball is reversed through the high post 2, who was “circled” initially. Timing is
you must follow with a screen on the ball. important. We may or may not get a shot
We will generally either roll the big player or dump down to the big, but it does get us
to the basket or have him step out to the good ball reversal, with the ball passed
short corner. Our angle of the ball screen from 1 to 3 and from 3 to 2 (diagr. 8).
is usually back to the middle. On penetra-
tion, the guard will have numerous c. “Cross” - With ball in center of floor, 2
options which will include the other big and 3, the perimeters players, will cross
player at the opposite side of the court or D.9 under the basket and receive down
even the other perimeter player in a drive screens from 4 and 5 to get open (diagr. 9).
and kick pass situation. We have generally always crossed under
the basket with both players coming out
It is important that once the ball is passed on the low side. This year we have made
to the wing, the perimeter players are a slight adjustment. The perimeter players
patient to allow the big players to work coming from left to right will come off at a
together before they look to reverse the different angle of the big player at the
ball. We teach that, for the most part, if right elbow. We are very interested to see
you can see the jersey of our big player this evolve. It should initially create some
and he has a guy on his back, the ball has good three point opportunities (diagr. 10).
to go in there. It may not always be for a As teams look to fight over the screens to
scoring opportunity, but it does flatten out get to our shooters, we should have big
the defense and we get more chances D.10 players rolling to the basket. The perime-
from there. We may play two man game ter players will also have a significant dri-
on the same side and go inside - out with ving area with the big players in a high
a shooter. He may look to go low to high position.
for the other big player for a jumpshot at
the corner of the three second lane. Or d. “Exchange” - Perimeter players will
we may look to make a skip pass across dribble exchange at any opportunity. It is
the lane to the perimeter for reversal: all more of an exchange than a dribble
good options in our motion. weave (diagr. 11). We teach for the ball
handler to try to drive the defense back by
AUDIBLES penetrating and flipping back the ball to
Along with our initial screening pairs we the teammate to create some space
have several audibles we will utilize. D.11 (diagr. 12). This has even evolved to the
point where we may wind up with one or
a. “Shallow” - probably used most often. two exchanges followed by a big player,
1 dribbles to the wing 2 and 2 will replace who makes a screen on the ball on the top
1 to the top. 3, the other wing, may choo- of the three second lane (diagr. 13) .
se to go down below 4 and get help with
a screen or just get to the top as quickly e. “Release” - Most defenders of the big
as possible. For good spacing we encou- players are not comfortable defending
rage them to get a foot in the lane as they out on the floor away from the basket.
make their cut (diagr. 4). Anytime we Against teams who we have difficulty
“shallow” a wing, 4, the big player, and 3, make the entry pass directly to the wing,
the perimeter player on the other side, we will just make a “release” pass to a

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big player, who comes out high to begin to score, but are aware of the other group D.12
our motion (diagr. 14). 1, the ball handler, on the opposite side of the floor.
will take the ball away from that big on top
and than pass the ball to him, 5 in this d. 5 vs. 0 motion
case. We may look for a quick duck - in We are now in a position to put it all
and post up and then we are into motion. together. We are using our initial scree-
You need to feel comfortable with that big ning pairs to enter the ball as well as our
player catching and handling the ball and audibles. Footwork and communication
making decisions with it out there. are important. The wing, who has just cau-
ght the ball, may tell the ball side big
PLAYER DEVELOPMENT player to go screen away because he is
Everything we do in regard to our indivi- not open. They have to trust each other
dual improvement plan is centered that they will get it back and that they are D.13
around our motion offense. We want to helping each other. We are also in a posi-
teach them the offensive “dance” within tion to preach defensive balance that
our offense. Simple drills which emphasi- when a shot goes up we are being sure
ze catch and face without traveling are that the guards are thinking about being
vital to our development. Can our big back and not going to the boards.
players flash high, catch the ball and
make a high to low post feed without tra- SUMMARY
veling? Can our perimeter players come Our Notre Dame version of the motion
off a big down screen, catch the entry offense has truly “evolved” over the cour-
pass and under great duress make a se of the last eight years under Head
game winning post feed? Coach Mike Brey. Initially we were much
more inclined to have more rules than less D.14
HOW DO WE BUILD IT? because it is difficult to let the control out
a. Perimeter players 3 vs. 0 of your hands. Much of this evolution had
Using all of the audibles, the perimeters as much to do with the players we were
work together to get open. Great empha- fortunate to have and their individual abili-
sis for them on proper spacing, particu- ties. Just as much had to do with their
larly in the high post, need to keep that improved ability to read defenses and
area clear for the opposite big player. make decisions with the basketball. A one
Getting them to read drive and kick pass
situations, reading the defense. May add
a coach to the post to allow them to make
post feeds and read situations off of that. dimensional player, such as a low block
only big man, may not enjoy great success
b. Big players 2 vs. 0 in our system. Hopefully we can recruit
With passers at each entry pass to the the right type of player to help us continue
wings, big players work together. Need to to have success and win championships.
get both high and low posts filled and very In the meantime, we may continue to
important for them to communicate with tinker with it some and make subtle chan-
each other. Must shape up to the ball after ges. The interesting thing is that someti-
screening, screener most often the open mes you can just sit back and watch what
guy! Big players may also step out to your team may be able to do with it them-
make a ball screen for passers. Mostly selves. Players can do that. Don’t be afraid
coming from high post to be a ball scree- to let them show you some new things
ner but will also allow them to some out of every once in a while.
low post to accomplish the same thing.
There are many ways to run motion offen-
c. 3 vs. 0 on a side se. Ours has helped us to three straight
With twelve players we will have four NCAA Tournament appearances, inclu-
groups of three active players in this drill, ding a Sweet Sixteen finish last season.
two at each end. Again without defense, During that time we have been the most
the ball handler has ball on top and big consistent team in the Big East
and perimeter players are working Conference, the only one to reach the
together in screening pairs. We look to NCAA’s each of the last three years. On
start in different alignments and get top of the successes, our Motion Offense
various angles. Once the ball is entered to and how we play are what we are known
the wing, big player posts up. On post for. Our style of play is Notre Dame
feed, the perimeter players work together, Basketball under Head Coach Mike Brey.
either screening for each other, basket Coaches and fans alike always remark to
cutting and replacing, or by just replacing us about how well we play the game.
themselves on the perimeter. Players look What a great compliment for now!
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FIBA EUROPE
COACHES - DEFENSE

THE MATCH-UP DEFENSE

by Joe Ciampi

Joe Ciampi is the head coach of

Auburn University for the past 24 years.
He is one of the most successful coa-
ches in women’s college basketball.
He has won eight SEC titles and been
three NCAA Filan Fours. He is in the top
ten all time winningest active coaches
for both winning percentage (.741) and
number of wins (585 - 204). He was
named National Coach of the Year
three times.

PREMISE
What you do defensively will greatly
influence your offense. The team that
can control the tempo of the game will
have a high rate of success. At Auburn
we enjoy a fast paced game and
emphasize transition from defense to
offense and, more importantly, offense
to defense. Basketball is a game of
reactions and we must take the offensi-
ve on defense to accomplish our defen-
sive goals.
The defense we run is a combination of
a rotating zone and a sagging man-for-
man. The defense is expected to delay
and disrupt the offense. The position of
the ball dictates the rules of the defense
and alerts the individual of what speci-
fic area she must defend.
The foundation of the defense begins
with three general concepts that are
incorporated into our daily drills:
1. Take away the inside.
2. Contest the shot and the pass.
3. Rebounds the
blocks.
A good defense D.1 D.2 D.3
requires under-
standing and
effort. The team
must be aware of
their individual re-
sponsibilities,
before we can
execute the team
defense. Five cha-
racteristics that
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FIBA EUROPE
COACHES - DEFENSE

the individual must repeat daily in drills basket side offensive guard from the free-
are as follow: throw line.
1. Pressure the ball when it is shot, X3 is in line with the ball and the opposite
passed or dribbled. corner and with both feet in the lane.
2. Move when the ball moves, not X1 is in the free-throw circle, with the insi-
when is caught. de foot in contact with the free-throw line.
3. Prevent penetration of the ball to the
basket (with a pass or a dribble). PASS FROM THE POINTTO THE LEFT WING
4. Rebound weak side. X3 guards the wing face to face, with the
5. Help the helper. inside foot up, and force her toward the
Good defense requires learning, disci- sideline, taking away the pass to the low D.4
pline and effort. Once practiced and post (diagr. 3).
learned, it will become a habit. Your daily X5 is in a position halfway to corner and
defensive drills must incorporate your she must be ready with the inside arm to
defensive principles. deflect the pass to the low post.
No matter what defense you want to X4 is in line with the ball and on the basket
execute, your drills must also be desi- side offensive guard from the free-throw
gned to have a winner and a loser, and line.
should be time, peer, or goal related. X2 is in line with the ball and the opposite
Practice does not make the defense: it is corner and with both feet in the lane.
the quality and intensity of practice that X1 is in the free-throw circle, with the insi-
develops the defense. de foot in contact with the free-throw line.
D.5

BASIC SET PASS FROM THE WING

With the ball on the top this is the ini- TO THE RIGHT CORNER
tial set of the defense, a 1-2-2 (diagr. X4 guards the offensive player in this
1). area of the court face to face; she tries
X1 is the point defensive player and to delay the pass to low post, and
the best on defense: she has the heel keeps the hands above the shoulders
on the top of the lane, the head on the (diagr. 4).
ball shoulder, and the hands above the X5 denies the pass to the low or
shoulders for forcing the player with medium post, fronting him.
the ball on the left side of the court. X3 keeps her head in line with the rim
X2 has her inside foot on the elbow and on the midline of the lane. D.6
and her inside arm at shoulder level. X2 plays in an open stance to the ball
She is the best defensive guard. and denies the pass to the corner of
X3 is one step from the elbow, with the the free-throw lane.
inside arm at the shoulder level and X1 keeps her head in line with the rim
she is the best rebounding wing. and stays on the midline of the lane.
X4 has both feet in the lane, above the
block, must be one step closer to the PASS FROM THE WING TO THE LEFT CORNER
ball than the offensive post, with the X5 guards the offensive player in this area
arms at the shoulder level, and she is of the court face to face; she tries to delay
the best rebounder. the pass to low post, and keeps the hands
X5 has both feet in the lane, above the above the shoulders (diagr. 5).
block, must be one step closer to the X4 denies the pass to the low or medium
ball than the offensive post, with the post, fronting her. D.7
arms at the shoulder level, and she is X2 keeps her head in line with the rim and
the best rebounder. It is important that on the midline of the lane. post, X2 goes in the angle of the free-
you put your players in positions that X3 plays in an open stance to the ball and throw lane, and X1 guards the wing
will be best use their ability. denies the pass to the corner of the free- (diagr. 7).
X1, X2, and X3 should be interchan- throw lane.
geable, and X4 and X5 should have X1 keeps her head in line with the rim and PASS FROM THE CORNER TO THE RIGHT WING
their positions mirrored. stays on the midline of the lane. X4 slides to the medium post area
(diagr. 8).
PASS FROM POINT TO THE RIGHT WING OPTIONS FOR X2 OR X3 ON A PASS FROM THE X5 stays in line with the ball and the
X2 guards the wing face to face, with WING TO THE CORNER post.
the inside foot up, and force her toward Option A. X3 guards in front the low or X3 stays in line with the ball and the
the sideline, taking away the pass to the medium post (diagr. 6). X2 guards 1, X1 the corner.
low post (diagr. 2). wing on the ball side, X5 the player in the X2 denies the pass to the post, and she
X4 is in a position halfway to corner and corner, and X4 stays in the middle of the plays in front face-to-face.
she must be ready with the inside arm to lane. X1 plays in the open stance to the ball
deflect the pass to the low post. Option B. X 5 and X3 trap the ball in the and guards the area of the angle of the
X5 is in line with the ball and on the corner, X4 guards the low or medium free-throw lane.
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D.8

D.9

D.10

D.11
PASS FROM THE CORNER TO THE LEFT WING X4 traps with X5 on the medium post with
X5 slides to the medium post area (diagr. the ball.
9). X3 goes on the block on the weak side of
X4 stays in line with the ball and the post. the court.
X2 stays in line with the ball and the corner. X1 goes on the angle of the free-throw line.
X3 denies the pass to the post, and she X2 makes a quarter of a turn, and watches
plays in front face-to-face. the ball, ready to cover the pass from the
X1 plays in the open stance to the ball and wing.
guards the area of the angle of the free-
throw lane. PASS TO THE MEDIUM POST
FROM THE LEFT WING
PASS TO THE HIGH POST FROM THE POINT X4 covers the ball, and stays between
X4 covers the player with the ball (diagr. the ball and the basket (diagr. 12).
10). X5 traps with X5 on the medium post
X5 slides and forms a tandem with X4, until with the ball.
X3 slides down. X2 stays on the block on the weak side
X3 slides to the low or medium post area. of the court.
X2, with the hands high, plays zone in that X3 stays on the angle of the free-throw
area. line.
X4 attacks the player with the ball. X1 makes a quarter of a turn, and wat-
D.12 X1 makes a quarter of a turn, and watches ches the ball, ready to cover the pass
the ball and the player at the point. from the wing.

PASS TO THE MEDIUM POST PASS TO THE LOW OR MEDIUM POST FROM
FROM THE RIGHT WING THE RIGHT CORNER
X5 covers the ball, and stays between X5 covers the ball (diagr. 13).
the ball and the basket (diagr. 11). X3 stays on the block on the weak side
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FIBA EUROPE
COACHES - DEFENSE

of the court. X3 stays in line with the ball in the opposite

D.13 X2 slides down to help in the lane. corner.
X4 turns and attacks the ball.
X1 protects the high post area. DRIBBLE COVERAGE FROM THE POINT
TO THE LEFT WING
PASS TO THE LOW OR MEDIUM POST FROM X1 will guard the player with the ball after
THE LEFT CORNER she made three dribbles, and then will chan-
X4 covers the ball (diagr. 14). ge with X3 (diagr. 16).
X2 stays on the block on the weak side of X3 will change with X1 and will guard the
the court. dribbler.
X3 slides down to help in the lane. X5 will stay one step higher, covering from
X5 turns and attacks the ball. the inside out.
X1 protects the high post area. X4 will adapt his position to the position of
the dribbler and will guard from inside.
DRIBBLE COVERAGE FROM X2 stays in line with the ball in the opposite
THE POINTTO THE RIGHT WING corner.
X1 will guard the player with the ball after
he made three dribbles, and then will DRIBBLE COVERAGE
change with X2 (diagr. 15). FROM RIGHT WING TO THE CORNER
X2 will change with X1 and will guard the X2 will cover the dribbler (diagr. 17).
dribbler. X4 will protect from the low to medium post
X4 will stay one step higher, covering from area.
the inside out. X1 protects from the post to the wing area.
D.14 X5 stays in the lane, steps in front of the
X5 will adapt his position to position of the
dribbler and will guard from inside. basket, and must be aware of the flash cut to
the post area.
X3 stays in line with the ball and the opposi-
D.15 te angle of the free-throw circle.

DRIBBLE COVERAGE FROM LEFT WING

TO THE CORNER
X3 will cover the dribbler (diagr. 18).
X5 will protect from the low to medium post
area.
X1 protects from the post to the wing area.
X4 stays in the lane, steps in front of the
D.18
basket, and must be aware of the flash cut to
the post area.
X2 stays in line with the ball and the opposi-
te angle of the free-throw circle.
D.16 D.19
DRIBBLE COVERAGE FROM LEFT
CORNER TO THE WING
X2 covers the dribbler and then change with
X1 (diagr. 19).
X1 guards the dribbler, when he changes
with X2.
X4 covers the medium and low post area.
X5 stays in the lane, and will adapt his posi-
tion to the position of the dribbler.
X3 slides to the angle of the free-throw lane
opposite to the ball.

D.17 DRIBBLE COVERAGE FROM RIGHT

CORNER TO THE WING
X3 covers the dribbler and then change with
X1 (diagr. 20).
X1 guards the dribbler, when he changes
with X3.
X5 covers the medium and low post area.
X4 stays in the lane, and will adapt his posi-
tion to the position of the dribbler.
D.20 X2 slides to the angle of the free-throw lane
opposite to the ball.
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FIBA EUROPE
COACHES - DEFENSE

AUSTRALIAN NATIONAL
JUNIOR TEAM: A FULL
COURTTRAPPING DEFENSE
by Rob Beveridge

Rob Beveridge, 2000 National Junior Coach

of the Year in Australia, is the Head Coach of
Australian National Junior Men’s team, the
2003 World Champion. Since 1997, he is the
head coach of the New South Wales
Institute for Sport, Basketball Program.

I believed that for our team to compete effec-

tively against the best in the world, we would
have to implement a style of game that not
only suited our personnel, but that could also
put us in a position to win games.
Our National team, named the “Emus”, the
typical Australian bird, was relatively small
compared to other nations and was, to some
extent, less talented offensively. We had to
implement a system that allowed us to play

D.1 D.2

an up tempo style of game that would be dif-

ficult for teams to adapt to. Offensively, we
had to push the ball forward quickly to gain
easy transition baskets. Defensively, we had
to have a variety of defenses that could crea-
te confusion within the other teams.
Although we had some offensive deficien-
cies, we had an exceptionally committed
group of players who enjoyed the challenge
of playing hard-nosed defense. The players
believed in what they were doing within our
defensive system and were completely disci-
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FIBA EUROPE
COACHES - DEFENSE

plined in executing it.

Our goal was to generate quick, effective
offence by using pressure defense to signifi-
cantly disrupt our opponent’s offence. The
main defensive weapons for our team were
our half court traps and full court presses.

FULL COURT PRESSES

In the full court, we generally applied two dif-
ferent full court presses. The first type we cal-
led 50 on, where we wanted to trap the main D.5
D.3
ball handler. The second type we called 50 off,
where we would face guard and try and get a
quick turnover. Both of these presses were
used to increase the tempo of the game and to
create turnovers.

HALF COURTTRAPS
We utilised three different half-court traps. We
either trapped the ball handler, which we cal-
led 12 on, or the first pass, which we called 12
off. In our third variation, 12 delay, we did not
trap (but sometimes faked the trap), causing
the opposition to use significant time off their
clock, reducing their time to execute on offen-
ce and creating increasing mental pressure.
The purpose of using the combination of traps
and presses was primarily to control the tempo
of the game. We wanted to put the opposition
in a situation where the consistent pressure
would cause mental and physical errors,
which in turn would ultimately allow us to
score easy baskets.
The type of defense we would use would
depend on our assessment of the situation we
were in. For example, if we wanted to slow the
game, we could apply the half court traps. If
we wanted to increase the tempo, we could
apply the full court presses. Furthermore, our
system of different defenses gave us the flexi-
bility to change quickly between the defenses
as situations changed. We could alter the
defense depending on whether it was a dead
ball situation, off a made free-throw, from a
back court out of bounds situation or from a D.4 D.6
made basket.
In the 1/4 court, we mixed up our defenses 2. Closing out in good stance was essential. they have to sprint back behind the “line of
between man to man and match up zone. All players had to be able to close out with the ball”. Our rotation rule from the trap was
Unfortunately, there is insufficient space avai- good balance so the opposition could not that the defender who “sees” the pass go
lable in this article to expand on the detail rela- easily split the trap or dribble past them. out of the trap will leave the trap. Therefore,
ted to this part of our system. This was necessary to prevent possible the defender who has his back to the ball
No matter which one of our different types of transition baskets. will stay and deny the offensive player.
defense was being played, the following were The remainder of this article will cover two
key requirements to our defenses being suc- 3. Containment of middle penetration. All of our full court presses in detail, 50 on and
cessful: players must be always in a good stance to 50 off.
allow the defense to move laterally and fun-
1. Ball pressure was imperative. All players nel the ball away from the middle towards 50 ON - 1 - 2 - 1 - 1 ALIGNMENT
needed to have the ability to apply great ball the sideline. We had to slow the ball down, In this defense, we are looking at trapping
pressure so the offensive player would not be to allow the other defensive players to the best ball handler.
able to see the open player. We did not want to sprint back behind the ball. X4 applies enormous ball pressure on 5 so
steal the ball in the trap, rather, we wanted to he cannot make a direct full court pass to 3
get a deflection of the ball as it was passed, 4. Rotation from traps. After the ball has left or 4.
which could then be intercepted by the rota- a trapped area all players must sprint back X1 and X2 do not deny: they have to force
ting defense. and adjust to the appropriate situation - their respective players 1 and 2 to lead for
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If X3 cannot steal the ball, he must contain

this player and slow the penetration down
to allow other defensive players to get back.
X1 will deny 1 the ball.
X2 and X4 must sprint back behind the line
of ball, into the key (diagr. 4).

IF 1 PASSES TO 3
If X3 cannot steal the ball, he must contain
this player and slow the penetration down
to allow other defensive players to get back.
D.7 D.9 X1 will deny 1 the ball.
X5 will initially need to guard two players, 2
and 4, and will take the next pass if made.
X5 may be required to hedge and recover if
the second pass is made.
X2 and X4 must sprint back behind the line
of ball, into the key (diagr. 5).
From this situation we can either match up
in man or zone defense.

50 OFF - 1 - 2 - 1 - 1 ALIGNMENT
In this defense we are encoura-
ging the lob pass over the face
D.8 guard for steal or trap. 5 is the
inbound passer. X4 applies enor-
mous ball pressure so 5 cannot
see the open player. X1 and X2
completely face guard their
respective offensive players. X3 is
the “centre fielder” or intercep-
tor.X5 is the safety player (diagr. 6).

IF 5 MAKES THE PASS

OVER THE TOP OF X1
X3 looks to intercept the ball.
If X3 cannot intercept the ball, he
must contain the ball.
X1 will look to trap with X3.
X2 and X4 will sprint back behind
the line of the ball. They may look
to be interceptors. X2 will cover
the basket. X4 will cover the midd-
le.
X5 will anticipate and look to inter-
cept any pass to 3 or 4 (diagr. 7).
the ball in the corner. If 1 and 2 screen for each IF 5 PASSES THE BALL ON TO 2
other or cross sides, X1 and X2 they simply X3 will take this player.X4 will deny 1 the ball. IF 1 PASSES THE BALLTO 3
switch. X3 starts near the top of the circle X2 and X1 must sprint back to the key. X5 will look for intercept or trap.
ready to anticipate and intercept the pass. X3 X1 will leave the initial trap and then trap
should be looking at the eyes of the passer. X5 IF 1 PASSES TO 2 with X5.
is the safety player and must be ready to inter- X3 will look to shoot the gap looking for steal. If X3 can deny 1, the main ball handler.
cept any long pass (diagr. 1). X3 cannot steal the ball, he must contain this X4 must get back behind the line of ball
player and slow the penetration down to allow (diagr. 8).
5 IN-BOUNDS THE BALLTO 1 other defensive players to get back.
X4 leaves the inbound passer 5 and applies a X4 will deny 1 the ball. X5 will initially need to IF O1 PASSES THE BALLTO O4
trap with X1 in the corner on 1 with great ball guard two players, 2 and 3, and will take the X5 will look for intercept or trap.
pressure (diagr. 2). next pass if made (X5 may be required to X2 will go and trap with X5.
hedge and recover if the second pass is X1 will leave the initial trap and get back
IF 1 PASSES BACKTO 5 made). X2 and X1 must sprint back behind the behind the line of the ball.
X2 will shoot the gap towards 5 looking for the line of ball, into the key (diagr. 3). X3 can deny 1, the main ball handler.
steal. If X2 does not intercept the pass, he X4 will cover the basket (diagr. 9).
must contain this player and not allow any IF 1 PASSES TO 4 From this situation we can either match up
penetration. X3 will look to shoot the gap looking for steal. in man or zone defense.
FIBA ASSIST MAGAZINE | 04 2003 | PAGE 35
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FIBA EUROPE
COACHES - PSYCHOLOGY AND MOTIVATION

goal setting by Marty Clark

Marty Clark became assistant coach at the Australian Institute for
Sport in 1995. Since 2001 he is also assistant coach of the Australian
Junior National team, and this year he became Head Coach at the play goal (set by the player). At the end of each day the player notes
Australian Institute for Sport. things they did well, things they need to improve and rates their effort
for that day’s session/s. The players must have their diaries open on
The Australian Institute of Sport Men’s Basketball is a residential pro- the courtside seating before and during practice and the coaching
gram for 12 junior men identified with the potential to develop the men- staff can check their analysis from the day before and their goals for
tal, physical and basketball skills necessary to compete at both the that week. The coaches can then reinforce the player’s focus during
international and national league levels. training as well as provide technical assistance in working on that
The practice of goal setting is an integral part of the development of goal. The players will often refer to their monthly goals when setting
these individuals. The majority of the players are leaving a home envi- their weekly goal and/or the previous week/game performance.
ronment where they practice 2-4 times a week into a program where D. Game Targets: The group compete as a team in the East Conference
they practice 2-3 times a day. Whilst at home one below standard of the SEABL ABA - the 2nd tier national league. Over the course of a
practice means a significant opportunity to improve has been lost, in few years a number of key factors have emerged if we are going to
this setting the perception the player may have is one bad practice is compete in a men’s league teams given that we are often giving away
ok as there is another practice that day. However this can quickly lead extensive experience. These targets include restricting turnovers,
to another poor practice and then a habit of poor practices is formed, opposition shooting percentages and offensive rebounds as well as
the opportunity to move forward is then restricted. The use of goals, for creating points in transition, inside and off second shots.
both the individual and team, provide a focus for each and every ses- E. Game Plan and Post-Game Analysis: For each game the coaches
sion. Player’s progression is readily tracked by referring to their indivi- set a game plan, divided into the areas of offense, defense and gene-
dual goals. This progress is measured in each player’s ability to tran- ral play, each area having 2 or 3 key points related to the theme for the
sfer skills acquired from 1 on 0, 1 on 1, breakdown drill, scrimmages week, our offensive and defensive philosophies, and the oppositions
and ultimately the game. strengths and weaknesses. The coaches evaluated each of the areas
of the game plan and present feedback and video footage both to the
THE FOLLOWING ARE DIFFERENT WAYS GOAL SETTING IS USED AT THE AIS team and to individuals the following day. Each player also completes
▼ Type of people we want our players to become - a list of character a post-game analysis from both a team and an individual perspective.
traits that we as coaches want to see in our athletes. These help to They note their contribution and things they can improve on next game,
define the group that we want to become over the year ahead. Usually also rating their effort and level of satisfaction with achieving their indi-
set at a pre-season team-building camp, the themes primarily relate to vidual goals.
establishment of a culture of hard work, commitment, communication ▼ One individual session each week is driven by the player. The player
and camaraderie. ▼ Team Themes - 4 or 5 areas of the game that will can choose the specific area of their game they want to work on and
be the cornerstones of our team play and will not be compromised practice one to one with a coach. This encourages the players to think
during practice or games. ▼ Theme for the Week - each week a about what they need to work on and how they are to achieve the
“theme for the week” is chosen. These usually relate to the Team goals they have set for the month. ▼ Video analysis. Game and prac-
Themes, but may be an attitude/mentality issue or a technical aspect tice sessions are evaluated. Each practice begins with a short video
that the coaches have identified as requiring extra work/emphasis on. presentation usually of the previous practice or game. Early in the
▼ Player Diary - each player is issued with a diary that includes the week a package is put together and shown to the players of things that
above items plus: we struggled with in the game. Players are also shown clips that rela-
A. Long Term Goals Planner: Players list their ultimate basketball goal, te directly to their individual goals. Prior to our next game a highlights
their basketball and life/school/work goals for this year, next year, package is shown of things we did well as a group and players achie-
three years time and five years time. Many young players do not plan ving their goals so they approach the game with positive thoughts and
ahead and therefore have no real focus on what they are striving to a clear mental picture of things they have done well. ▼ The team has
achieve, consequently practice sessions lack focus for the individual. access to a sports psychologist who provides support to the coaches
B. Monthly Player Contracts: Each month the players meet individual- through private consultations which may cover a wide spectrum of
ly with coaching staff and evaluate their past month and set goals for topics of which goal-setting is regularly included. The team also has
the coming month. Goals are set for offense, defense, general play, group sessions in team building, bonding, goal setting amongst other
physical development and school/work. The player appraises their topics. ▼ Because of the nature of the environment, emphasis is pla-
previous month’s goals on a scale from 1-6 as does the coach. Any ced on the holistic development of athletes. Goals are set for their
discrepancy is discussed. The scale ratings are: school or work, expectations in the living area and their physical deve-
1. Skill cannot be performed lopment; whether it be strength or power gains, reducing skinfolds or
2. Skill can be performed 1 on 0 improving speed, agility or endurance. Player’s school and/or employ-
3. Skill can be done in breakdown situation ment is monitored by the Institute’s Athlete Career and Education staff,
4. Skill is shown in scrimmage situation coaching staff and parents. As can be seen the use of goals is exten-
5. Skill is performed successfully in game situations sive in our program. Given the access we have athletes it is possible to
6. Skill can be done consistently at a high level do this and evaluate them appropriately.
General comments and notes, and technical analysis are also kept for Whilst a system such as this is not necessarily required, or appropria-
future reference. te with each team, the concept is invaluable in developing players and
C. Daily Practice and Individual Evaluations: This sheet has a theme for keeping them focused and motivated to achieve the goals.
the week (set by coaches), and an offensive, defensive and general
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FIBA EUROPE
COACHES - NATIONAL COACHES ASSOCIATIONS

CROATIAN ASSOCIATION
OF BASKETBALL COACHES:
THE PAST
by Bosko Bozic
AND FUTURE
Bosko Bozic is the President of the not enough high-level coaches to ful- presented by the Academy. The
Croatian Association of Basketball fill all huge expectations of new Association publishes “Time-out,” an
Coaches. He coached the Zagreb clubs. Twelve years later, however, informative magazine with educational
team in Yugoslavia, the Croatian Jasmin Repesa, Danijel Jusup, Neven material and news from local organiza-
Senior Men’s National team, and the Spahija, Ivan Sunara, and Ivica Buric tions, and reports on the recent activi-
Slupsk team in Poland. are among the coaches that have ties of the Association. We have also
achieved outstanding results on the established a code of ethics and the
The Croatian Association of club level. Srecko Medvedec, Mladen behavior of all members is closely moni-
Basketball Coaches was founded in Sestan, and Josko Pulja, working with tored.
1994 and from that date we were very the Cadet and Junior National Team,
successful in organizing the various won medals at World and European Today our Association is a legal member
coaching categories through clinics, Championships. This new breed of of the Croatian Basketball Association,
instructional courses, and official young coaches now forms a good with a voting right in the Federation’s
education. foundation for our Senior National General Assembly. We have an
Team, a team that has not performed Executive Board of seven members in
Until Croatian independence in 1992, particularly well in major internatio- charge of regulations, membership,
basketball coaches were organized nal competitions since 1995. licensing, education, development,
on regional bases as a part of the discipline, and awards.
Basketball Federation of Croatia. Our Association was founded to help Three are the level of coaching, establi-
During that time, world-class coaches, to improve the quality of shed with the Croatian Olympic
Yugoslavian basketball was also basketball, and protect its members. Committee and Faculty of Kinesiology in
implemented and enhanced through Organized on county basis, the Zagreb.
the work of Croatian coaches, inclu- General Assembly of the Association Each coach must follow a certain num-
ding Mirko Novosel, Giuseppe is composed of 70 delegates of the ber of theoretical and practical courses
Giergia, Petar Skansi, Kresimir Cosic, Local Associations-for every five coa- to be promoted to the upper level:
Zeljko Pavlicevic, and Branko ches there is one delegate who can
Radovic. be nominated. 1. Coach (62 theoretical and 146 practi-
In the early years, it was difficult for For the first time, coaches from smal- cal hours in two years)
coaches to enhance their knowledge. ler clubs have the same rights as
There were one or two instructional those of the biggest clubs. 2. Higher Coach (855 theoretical and 960
films available from the United States, The Association helps to organize practical hours in two-and-a-half years)
a few books, and a wealth of expe- Coaches Clinics for youth level teams
rience from the older coaches. in every county, and it also helps with 3. College degree specialized in basket-
For these reasons, international cli- the selection of best players from ball (1943 theoretical and 1312 practical
nics were organized regularly and all each region. hours in four years)
the top international coaches were The Association also works in close
always invited. cooperation with Academy of No matter what the level of competition,
Those who came to lecture included Croatian Basketball (national summer only Association members can obtain a
Bobby Knight, Mike Krzyzewski, Jack and winter camps organized by the license for the season and, each one of
Ramsey, Jim Harrick, Aleksander Croatian Federation). them, professional or not, must attend
Gomelski, Cesare Rubini, Robert The senior members of the regular clinics to obtain the license.
Busnel, and many others. Association are involved in the The Association has 300 registered coa-
School for Basketball Coaches as ches (75 with the college degrees or
After the independence, there were well as with the different courses higher basketball coaching degrees).

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FIBA EUROPE EDITORIAL

COACHES - HOOP MARKET

SPORT MARKETING
BOOKS In this section, we introduce the latest books, videos, CDs,
and other tools that are primarily aimed at coaches, but cer-
tainly useful for all of our readers. Please send your sugge-
stions and comments about our basketball-related media
for review in this section.
by Raffaele Imbrogno

Raffaele Imbrogno, former Director of the Italian Basketball

Federation Study Center, is an Instructor with the Italian Na-
tional Coaches Committee of the Federation. Imbrogno is the
author of several technical basketball publications.

Sport marketing has expanded its role and grown in importan-

ce over the past decade, both in theory and practice. Today,
universities offer advanced degrees in sport management and
marketing and many universities have sought out both coa-
ches and former players to be instructors. For example, San-
dro Gamba, former head coach of the Italian National basket-
ball team, and Pierluigi Marzorati, an All Time basketball Ita-
lian player, now teach sport management at the Faculty of Mo-
tor Science at Milan University.
Many books about sports marketing are now being published.
Let’s take a look to the most important publications. In 1993 Hu-
man Kinetics published the first edition of Sport Marketing, by
Bernard James Mullin, Stephen Hardy, and William A. Sutton.
When compared to what had been previously published in the
field, this book represents a big step forward.
The three authors each contributed valuable insights.
Mullin collected important experiences from both the sport
and management field. Hardy a professor and coordinator of
Sport Programs at the University of New Hampshire, brought
to the book his experiences as highly-regarded consultant
with U.S. professional basketball and ice hockey teams. Sut- shed by Paidotribo, and it can be ordered through the web site
ton, a former NBA Vice President of Team Marketing (now a www.efdeportes.com/libros. Japanese and Korean versions
Professor of Sport Marketing at Central Florida University in are also available.
Orlando, Florida), is considered one of the top sport marketers In 2001, the same three authors published Graphics Package for
in U.S. and his insights are invaluable. Sport Marketing (Human Kinetics, www.humankinetics.com).
The book has always been popular and in 1999 a second edi- In 2002, Sutton, along with Richard L. Irwin and Larry M. Mc-
tion was published. In 456 pages and 14 chapters, the authors Carthy, published Sport Promotion and Sales Management for
provide all the tools for studying and understanding the sport Human Kinetics, which describes the many aspects involved in
market. They describe how to develop a marketing strategy, the sale and promotion of sport events.
how to create an efficient sport organization, how to imple- Other interesting sport marketing books include: Developing
ment marketing plans through sponsorships, promotions, ad- Successful Sport Marketing Plans by David Kent Stotlar (Sport
vertising, and sales. The authors also describe important Management Library Series, October 2000); Developing Suc-
marketing principles and present many informative case hi- cessful Sport Sponsorship Plans, again by David Kent Stotlar
stories. (Fitness Information Technology, October 2000); and Sports
The second edition also comes with a CD-ROM, rich with Marketing: It’s Not Just a Game Anymore, by Phil Schaaf (Pro-
examples of strategies aimed at international marketing metheus Books, October 1995).
(www.humankinetics.com). The most important French texts include: Management du Sport
A third edition of the book will be printed in 2004. by Gary Tribou e Bernard Augè (Dunod Publisher, March 2003);
There is also a Spanish version, Marketing Deportivo, publi- Sponsoring Sportif, again by Gary Tribou (Economica Publisher,
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September 2002);
Stratégie des En-
treprises dans le
Sport by Michel
Desbordes (Eco-
nomica Publi-
sher, September
2001); Marke-
ting du Sport, by
Michel Desbor-
des, Fabien Ohl
e Gary Tribou
(Economica,
September
2001) There
is also a
Spanish ver-
sion of this
text, publi-
shed by
Paidotribo;
Sport, Fric
et Strass
by Brice
Moulin
(Eyrolles, October 2002).
Besides these two Spanish-language books
Paidotribo has also published: Planificacion Estrategica en las
Organizaciones Deportivas by Ferdinando Paris Roche and Co-
municacion Corporativa en el Deporte by Gerardo Mediavilla.
All of these books can also be ordered through the Internet at
www.amazon.com or www.barnesandnobles.com
Finally, here are some sport marketing books written in Italian.
Stefano Cherubini and Marco Canigiani, Professors at the Uni-
versity of Rome-Tor Vergata, are the main authors of marketing
publications (particularly on co-marketing). Their books are pu-
blished by Franco Angeli Editor (www.francoangeli.it) and inclu-
de: Il Co-marketing Sportivo: Strategie di Cooperazione nel Mer-
cato Sportivo (1999); Media e Co-marketing Sportivo (2000);
Campioni e Co-marketing Sportivo (2001). Cherubini was the so-
lo author of the book Il Marketing Sportivo: Analisi, Strategie,
Strumenti (2000).

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REFEREES, SCORER’S TABLE AND COMMISSIONERS

MENTAL PREPARATION:
A KEY TO SUCCESS
IN OFFICIATING
by Paul Deshaies

Paul Deshaies is currently the National Interpreter and a

long-standing member of the National Council of the
Canadian Association of Basketball Officials. He is a reti-
red FIBA referee who worked several international com-
petitions. He has a doctoral degree in Sport Psychology
and is the Dean of the Faculty of Sport and Physical
Education at the University of Sherbrooke.

The basic training of basketball officials usually focuses

on teaching playing rules and on explaining floor mecha-
nics. Obviously, these constitute the two main ingredients
needed in order: 1) to know what players can and cannot
do on a basketball floor, and 2) where to position oneself in
order to observe player actions and how to proceed when
an infraction is detected. Acquiring a complete understan-
ding of the spirit and intent of the rules and achieving
automatic control of floor mechanics require reading,
studying, listening, questioning, observing, discussing,
watching, practising, getting feedback from colleagues
and from supervisors, etc. This learning process requires
time, but eventually, everyone who puts in the effort, rea-
ches an acceptable level of knowledge and proficiency.

However, officials who limit their repertoire of skills to

rules and mechanics, resemble players who would only
learn to pass, dribble and shoot, and practice some pre-
set play patterns. It has long been recognized that great
athletes, not only demonstrate great physical and motor
abilities, but also possess superior mental and emotional
skills, which permits them to perform at a maximum level
under any circumstances.

Likewise, in order to become successful, officials must

develop mental skills which will enable them to make good
decisions, to manage the game efficiently, to deal adequa-
tely with the participants, and to avoid mistakes that are
likely to hurt the game and to quickly destroy their credibi-
lity. The formal preparation of officials in the area of men-
tal training and preparation is often lacking. It’s as if peo-
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ple were expected to already possess those skills before Concentration constitutes the fundamental basis for
deciding to become officials. Unfortunately, more often making proper decisions in a fast-moving game such as
than not, it is not the case at all. Mental skills are not inna- basketball. The official must observe the action, analyse
te. They can be learned and must be rehearsed. the events, compare the results to the prescriptions set by
the playing rules, determine if an infraction indeed occur-
A book, entitled “Psychology of Officiating”, written by red, and, as the case may be, decide to blow the whistle or
Bob Weinberg and Peggy Richardson, both respected not. All of that in the blink of an eye! Proper concentration
sport psychologists and experienced sport officials, also insures that the game is managed efficiently and that
offers, in my view, the most interesting and comprehensi- mistakes are avoided.
ve approach to the various psychological aspects of sport
officiating. Many of the comments and suggestions offe- Concentration may be defined as “the ability to focus on
red in this article were inspired by their outstanding work. relevant cues in the environment and to maintain that
focus over the course of the contest.”. Concentration is a
skill and an ongoing process. In the game of basketball,
cues are numerous and ever changing. The action deter-
mines what is relevant and what is not. When play is in
progress, each official has primary responsibility for spe-
cific areas on the floor and for the players in those areas.
They should pay attention to what players are doing and
try to anticipate future actions. Irrelevant cues compete
for that attention. They may include noise from an
unfriendly crowd, a complaining athlete or coach, thou-
ghts about the outcome of the game, a previously missed
call, or the fear of making a mistake. It is important to keep
one’s mind free of irrelevant thoughts.

Concentration is related to motivation. Boredom is a

potent enemy of concentration. It’s hard to focus on
something you really don’t care about, such as, for instan-
ce, the first quarter of a U-12 exhibition game where the
score is already 18-2. However, if you are a professional,
which you should be since you are getting paid to do a job,
you owe it to the players and to yourself to be at your best
at all times when you officiate or you may just as well stay
home. Whenever the contest itself is not very motivating,
challenge yourself in order to increase your interest. Since
you are there, try and make it as much fun as possible.
Ignore the lack of quality of play and work extra hard to
see everything and not to miss a single call. Try for a per-
fect game. It really doesn’t matter for the outcome, but
make it important to you personally.
At the other end of the spectrum in terms of the interest
generated by the game itself, there is the championship
game. That big game you’ve been hoping for. It’s easy to get
up for that one. No need here to look for extra motivation.
However, your concentration may face another powerful
foe in that situation: anxiety stemming from the fear of
making mistakes, of ruining the game, and of looking bad.
When officiating, you need an external mode of attention.
You need to process various visual informations from the
environment. A high level of anxiety narrows your attention
and usually directs it inwardly. When you are too anxious,
you are primarily paying attention to yourself and to your
fears or worries. No one is immune to some degree of
anxiety in important situations. In fact, a certain level of
stress is healthy because it keeps you activated. The main
thing is to recognise when anxiety is reaching an undesi-
red level and when your concentration is affected. Be
aware of your thoughts. If they are not focused on the
action around you, there’s something wrong and you need
to make corrections. This requires practice. A certain
degree of mastery of relaxation techniques is mandatory.
Deep breathing, isolated muscular contraction followed by
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REFEREES, SCORER’S TABLE AND COMMISSIONERS

total relaxation,
changes from
negative to positi-
ve thoughts are
among means that
can be used to
decrease anxiety
and enhance pro-
per focus. It may
also be helpful to
use cue words
such as “Relax” or
“Calm down”,
“Breathe”, or
“Focus”. Despite
the fact that, to
some people, a
basketball game
seems to be the
end of the world,
remember it’s just
a game. Keep that
in perspective.
Each individual
must develop the
techniques that
work best for
him/her in control-
ling anxiety.
As mentioned
above, the ability
to concentrate can be improved as long as you are willing Then, focus on the object in front of you until it is the only
to work at it. The off-season is the best time to implement thing you see. Maintain your focus for a while and slowly
a program of mental training. The first step is to identify expand it back to the entire room. Make it work as if your
how well you concentrate and whether this is an area you vision was a zooming lens. Zoom in and out slowly.
can improve.
Weinberg and Richardson designed a self-help test on LEARNING HOW TO MAINTAIN FOCUS
concentration skills. The test is presented at the end of Find a quiet place with no distraction. Choose an object to
this article. After you have identified your level of concen- focus on. Hold the object in your hands. Examine it in great
tration skills, you may wish to work on exercises to impro- details, its texture, its colours, and its weight. If your thou-
ve them. Here are brief descriptions of a few things you ghts move away from the object, bring them back to it.
can do in that area. Record how long you can stay focused entirely on the
object.
LEARNING HOW TO SHIFT ATTENTION Once you are able to stay focused continuously for 5 minu-
First, sit or lie down in a comfortable position. Take a few tes, try it again in the presence of some distraction (music,
deep breaths and relax. Now, pay attention to what you TV). See how completely and how long you can stay focu-
hear. Identify each separate sound. Now, listen to all the sed despite distractions.
sounds at once without trying to label any of them.
Now, pay attention to your bodily feelings. Think of the PRACTICING GAME CONCENTRATION
chair supporting your body, the rhythm of your breathing, Imagery or visualisation is a technique used by many ath-
the level of relaxation in each part of your body. Linger a letes to improve their confidence and their performance. It
little bit on each of these feelings. can be extremely beneficial to officials as well. An ima-
Then, try to experience all of them at once without naming gery session should not last more than 10 to 15 minutes.
any one in particular. First, relax and empty your head. Then create images in
Then, think of your thoughts and emotions. Lets them just your mind: images of yourself getting onto the floor, cove-
arise. Don’t force yourself to think about anything in parti- ring a particular sequence of play, being in a great position
cular. Let the thoughts flow. and making a good call, dealing with crowd noise or with
Now, try to experience each feeling or thought one at a a complaining player or coach. When you create these
time. Then let go all of these thoughts and relax. images, get all your senses involved, vision, hearing,
Finally, place some object directly in front of you. While smell, and touch.
looking straight ahead, see as much of the room as your Make the vision as completely real as possible. See your-
peripheral vision will allow, without fixating anything in self handling everything perfectly in each of the situations
particular. you create.

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ON-SITE PREPARATION ▼ 3.It is easy for me to keep irrelevant thoughts from

There are also steps you can take to enhance your con- entering my mind when I am officiating.
centration immediately before your game.
Start with a good pre-game conference with your part- ▼ 4. I am good at blocking out the noise
ner(s). While you may not discuss anything that you don’t of spectators and focusing on the action.
already know, the pre-game is a great opportunity to get
your mind focused on the task to be accomplished. ▼ 5. While officiating, I get confused when many
Bring your level of activation to the proper level. You can- things happen quickly.
not go onto the floor apathetically or overly excited.
During the game, use cue words such as “Move”, “Relax”, ▼ 6. When I officiate, I find myself distracted by my
“Spot the defence”, and “Find the spaces”. own thoughts.
When a foul is called, spot the shooter even if you know
that there won’t be free throws. Repeat his/her number ▼ 7. I am good at analysing what I need to focus on
five times in your head. during an event.
You won’t be taken by surprise when the time comes to
put the right shooter at the line. ▼ 8. When officiating, I focus on the moment and
At the beginning of a time out, as you are moving to your don’t think about what has happened or might
spot to wait for play to resume, rehearse what’s coming happen.
next in your head: “Red ball on the sideline”, or “2 free
throws for 12 white”. ▼ 9. I can maintain my concentration,
Use the time out to take a couple of deep breaths, relax even during hassles with coaches and players.
and check your focus. Deal with the present. If you make a
bad call, accept it and go on. ▼ 10. I am good at analysing what I need to
Don’t dwell on self-criticism. Don’t worry about what may do before starting an officiating assignment.
happen, be ready to handle everything calmly. Control your
emotions. ▼ 11. When officiating, I can focus on my
Recognise that a coach, player or even a spectator is assignment and forget all my other problems.
making you angry, and calm down. Don’t remain in a state
of mind, which may impair or bias your judgement. In order ▼ 12. When officiating, I can keep my concentration,
words, only concentrate on the information that will help even when I get anxious.
you make the best possible decisions.
▼ 13. When officiating, I can keep my concentration
To be successful, an official has to control everything that even my fellow official is doing a poor job.
can be controlled, especially him/herself.
Perfect knowledge of the rules and proper mechanics, ▼ 14. When officiating, I have no trouble staying
especially in covering the floor and being in a position focused on the action during the entire event.
where all the action can be seen, should become so
engrained that only minimal voluntary or conscious atten- ▼ 15. After a break in the action, I have trouble
tion is required. They ought to be automatic. regaining my concentration.
They no longer require concentration. When perfectly
learned, they become a source of self-confidence. Then SCORING GUIDELINES
the official can focus on evaluating the players’ actions For all items except 1, 5, 6, and 15, score 1, 2, 3, 4, or 5
and decide to call or to let go. according to the number you wrote.

Concentration is a great asset. It is not an innate skill. For items 1, 5, 6, and 15, reverse the score you wrote:
It requires work. Investing a few minutes on a regular
basis in developing your mental skills is a must, if you aspi- 1=5 2=4 3=3 4=2 5=1
re at becoming a top official.
Add all scores.
SELF-HELP TEST - CONCENTRATION SKILLS
The following questions refer to your ability to concentra- The highest score is 75 and the lowest 15.
te while officiating.
There are no right or wrong answers. Just write the num- Rating chart:
ber that best describes you for each statement.
75 - 70 Zeroed in
1 = Almost never 2 = Rarely 3 = Sometimes 69 - 60 Need some target practice
4 = Frequently 5 = Almost always 59 - 50 Must find the target
49 - 40 In the twilight zone
▼ 1. If I blow a call, I have difficulty putting it out of 40 - below Hello!!!
my mind.
Examine the items where you scored low.
▼ 2. When I officiate, I am good at quickly analyzing They will give you indications about the areas where you
what’s happening in the game. need improvement.
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REFEREES, SCORER’S TABLE AND COMMISSIONERS

RIGHT OR WRONG?
1. A throw-in from an end line by A1 goes the length of the
court and out-of-bounds without having touched a player on
the court. Shall play resume with a throw-in from the end line
where the ball went out-of-bounds?

2. A shot for the goal has left A2’s hand and is in its upward flight
when the signal sounds to end the game. After the signal has
sounded and while the ball is still in its upward flight, it is touched
by B2. While the ball is in its downward flight, it is also touched
by B3. Is B3’s action considered to be goal tending?

3. A2 is awarded one free-throw, to be followed by two addi-

tional free-throws for B2. A2’s free-throw is not successful.
Before the ball can become live for the first of B2’s free throws,
A6 asks to substitute for A2. Shall the substitution be permit-
ted?

4. After A4 illegally returns the ball to the backcourt, a throw-

in is awarded to B4. Must the throw-in take place in team B’s
frontcourt?

5. During the pre-game warm-up, technical fouls are commit-

ted by A1 and B1. Shall the penalties for these fouls cancel
each other?

6. On a shot for goal by A4, A2 commits a goal-tending viola-

tion. Shall the resulting throw-in be awarded at the end line
point nearest to where the violation occurred?

7. Play is interrupted to attend to an injury to A1. Team A has

no substitutes available to replace A1. After a delay of less
than one minute during which A1’s injury is being examined by
the team A doctor, it is determined that A1 can continue to par-
ticipate. If A1 remains in the game, shall a time-out be charged
to team A?

8. A5 releases a shot for the goal but immediately realizes that

the ball will fall short of the basket. A5 then follows the ball and
regains control of it before it can touch the floor or another ANSWERS
player. Has A5 committed a violation?
1. No, Articles 26.4.1, 26.5
9. Two free-throws and possession are awarded to team B 2. No, Article 19.2
because of technical foul assessed to coach A. An additional 3. Yes, Article 28.3.2
technical foul is then committed by B2. When free-throws are 4. Yes, Article 32.3
completed, shall play resume with a team A throw-in at center 5. Yes, Article 51.2
court? 6. No, Article 41.3.1
7. No, Article 14.3, exception
10. A2 is holding a live ball near a sideline while being guarded 8. No, Article 23.3
by B2, who has one foot out-of-bounds. A2 intentionally tou- 9. Yes, Article 56
ches B2 with the ball. Shall a throw-in be awarded to team A? 10. Yes, Article 33.2.2

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REFEREES, SCORER’S TABLE AND COMMISSIONERS

THE ROLE, DUTIES,

AND RESPONSIBILITIES OF
THE PUBLIC ANNOUNCER
by Tomàs Grosman

Tomás Grosmann has been a sports editor

at the daily newspaper “Sport,” in
Bratislava, Slovakia since 1994. As a jour-
nalist, he has covered the Olympic Games
in Barcelona in 1992, Atlanta in 1996, as
well as several World and European Men’s
and Women’s basketball championships.

It must be at least thirty years now since I

have been regularly sitting (and enjoying
myself) at the scorers’ table at basketball
games with a microphone in hand,
speaking to the spectators who have come
to watch this great sport. It’s a seat I
wouldn’t trade with anyone in the world.
While I immensely enjoy announcing
basketball games, nobody has ever offered
me announcing instructions or a set of
clear guidelines about what an announcer
should know or say, or how I am supposed
to react in certain game situations.
Over the years, however, I have developed
my own ideas and practice guidelines for
other game announcers. I want to thank
FIBA for allowing me the opportunity to
share these thoughts with people who love
basketball, at least as much as I do, people
who live and work in and with this great
game.

ANNOUNCER AND ACTORS

I purposely call the first group that the
announcer addresses “actors.” I don’t call
them players because among the actors
there are also coaches, their assistants,
referees, and commissioners. The game If he fails to pronounce them correctly, it The players who are to be introduced can
announcer is supposed to announce the quickly raises doubts about the soundness form their own opinion of an announcer
actor’s names to the spectators. of the announcer’s preparation for the role. who is not able to pronounce their names.
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REFEREES, SCORER’S TABLE AND COMMISSIONERS

If I can give any advice based on my expe-

rience, it’s this: Before the game, take the
time to learn the correct pronunciation of
names of all players, especially the forei-
gners. And don’t forget the other game offi-
cials. In case I have the slightest doubts
about pronunciation, I do not hesitate to
ask the referees and commissioners how
their names are pronounced.

ANNOUNCER AND REFEREES

The relationship between announcer and
referee must be very respectful and tole-
rant. An announcer should never anticipa-
te decisions of the referees; he must wait
for them and explain (or just announce)
them to the spectators.
This should be done without any comment
or additional words. An announcer should
not take any position concerning deci-
sions. I never say: “The referee called the visiting or home team and it can help to sibility. I am not exaggerating: For two
player’s foul”. I simply announce, that the positively charge the atmosphere in the hours, it’s the announcer who must be the
player-name and number-committed his arena. However, the announcer cannot smartest person in the entire arena.
first, second, third, or whatever foul. cheer for particular players or teams; this The announcer’s duties are varied. When
This allows me to keep a strictly neutral would be a misuse of the microphone in the organizers provide spectators with
position. A statement such as “The referee hand. printed information (bulletin, official pro-
called a foul” can raise doubts regarding Thanks to the available audio equipment, gram) about the starting line-ups and bio-
the correctness of the referee’s decision the announcer has the strongest voice in graphical information on players, it is
and an announcer should not find himself the arena. But this doesn’t mean that it useless to announce the very same infor-
in such a position. Yes, he should help the always has to be heard. When it comes to mation. However, when the spectators
referee, but only in order to achieve the announcing, I have found that less is some- don’t have line-ups available, this is a
sportsmanlike spirit and fair play of the times more. good opportunity for the announcer to
game. By this I mean that the spectators have draw the spectators’ attention to the hei-
Above all, an announcer must be familiar come to watch the basketball game. Too ght of individual players, for example. It
with basketball rules as well as with the much talking by an announcer can cer- would also be interesting to note whether
signals of referees, so that he can react to tainly disturb them. any of the players happen to celebrate
everything that happens on the court. If the “chatter” continues unabated, spec- birthdays on game day.
Spectators have come to expect that tators will stop paying attention to what is In very well-equipped arenas and sport
announcers explain any unusual situations being said. halls, the spectators can learn a lot from
that may occur during the game. information boards. But even so, the
Therefore, it is desirable that the announ- WHO CAN BECOME AN ANNOUNCER announcer should not let the spectators
cer know the rules of the game as well as I have left what is probably the most impor- leave at the end of the game without
any veteran referee. tant issue for the end. Top basketball recapping game highlights: Give them the
players have gone through years of trai- game attendance. Remind them who the
ANNOUNCER AND SPECTATORS ning and have developed a personal routi- leading scorers were for each team. Let
Spectators react mainly to the performan- ne that insures success; the best referees them know who had the most rebounds. If
ce of players and to the decisions of the are not beginners either, and they, too, a league or team record was broken for
referees. have their own routines. Each prepares the number of victories or the number of
This “privilege” cannot be taken away himself carefully for every game, hoping to points scored during the game, it’s this
from the spectators. It can be expected improve on their previous performance. all-important information that can be
that the spectators will react to the words The same sense of professionalism and used to succinctly summarize game high-
of an announcer. conscientious attention to detail has to lights.
But the announcer must recognize his apply to the announcer. An announcer This may all sound like a lot of work for an
position as being neutral. During national must do his homework, carefully prepa- announcer, but when you aim to be the
championship and international competi- ring so that he knows all possible details best, it takes hard work and pride in what
tions, for example, it would not be proper concerning the teams involved in the you are doing to achieve your goals. The
for an announcer to ask the spectators to upcoming game. During the game, he closer the announcer comes to meeting
support one team over another. should be ready to provide that informa- ideal the better. For whom? you may ask.
“Support your team with your voice!” is tion at just the right moment. Like the Well, for the game of basketball. That’s
what an announcer can say, however. This actors, the announcer is on center stage because the announcer is also a vital part
kind of positive statement does not hurt a as well. But he has an additional respon- of this exciting game.
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SPORT MARKETING AND MANAGEMENT

THE KEYS
TO SUCCESS
by Rubén Acosta

Rubén Acosta, president of the International Volleyball conferences, meetings, and congresses involving speech
Federation (FIVB), also serves on the International Olympic from the sender to the recipient. Oral communication is the
Committee. He is the author of the book “Managing Sport perfect vehicle to convey an idea to another person and the
Organization” (Human Kinetics Publisher), from which we best method to negotiate contracts, conclude agreements, or
took this excerpt. win people over to a cause. It is very effective when dealing
on a person-to-person basis, but very limited in its broad
“The heights by great men reached and kept were not attai- reach. It is not recommended for large audiences even if
ned by sudden flight, but they, while their companions slept, those attending the meeting, congress, or conference are
were toiling upward in the night.” doing so for the same purpose. In such settings, the attention
H. W. Longfellow, “The Ladder of Saint Augustine” span of individuals in often limited.

The most important key to success in any human activity is WRITTEN COMMUNICATION
revealed by the American poet H. W. Longfellow in the pre- This covers a variety of means of communication and has
vious quotation. Thus, successful sport administration long-lasting effects. The number of recipients is unlimited,
requires the national sport organization to be willing to and they are immediately attentive to the content of the
work hard day and night, carrying out their duties and stri- message.
ving independently toward their fulfillment. Newspapers, magazines, and newsletters are very effective
In addition, leaders and managers with organizational and means of written communication when their form and con-
managerial skills need to demonstrate professional know- tent follow principles suggested by experts. Written or
how and be adequately prepared for the task. This means audio-visual communication is preferable when the targe-
they should clearly understand their mission and have suffi- ted audience cannot be assembled.
cient knowledge of the highly specialized theories and prin-
ciples involved in basic areas, such as communication; AUDIO-VISUAL COMMUNICATION
working with the media; PR, promotion, and fund-raising; This means of communication has mushroomed with the
and sport marketing. rise of television, over-the-air, cable, and satellite networks.
It is a very sophisticated and costly means of communica-
COMMUNICATION tion, the value and impact of which exceed those of any
The term “communication”, for modern enterprises and other means.
sport organizations, includes the two essential meanings of Television and movies are great communicators because
organizational and external communication. These are the they are exciting and interesting.
two pillars necessary to the success of any enterprise or They have a direct impact on the minds of passive recipient
sport organization because they improve the level of under- and have great psychological impact. They represent the
standing inside the organization and between the organiza- supreme means of publicity in today’s world, with the widest
tion and its external environment. In its traditional meaning, instantaneous reach.
communication is the oral, written, or visual transmission of
ideas in the form of messages through any possible means ELECTRONIC COMMUNICATION
in a two-way process between a sender and a recipient. This is the latest means of communication and could one
day become its most sophisticated form.
ORAL COMMUNICATION Special hardware and software are required by the user -
This is the most frequently used means of communication in whether a person or organization - to take advantage of this

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SPORT MARKETING AND MANAGEMENT

modern form of communication. Electronic mail (e-mail) takes

place on the Internet when it occurs between separate orga-
nizations and Intranet when it occurs inside the same organi-
zation.

WORKING WITH THE MEDIA

Dealing with the media is only effective through PR activi-
ties aimed at creating a good impression among journalists,
TV and radio commentators, and other media representati-
ves. This requires that you have a good understanding of
media needs and that PR activities take into account the fol-
lowing tips.

DIFFERENT TYPES OF MEDIA

In today’s society, the media is more powerful than any
other means of communication when it comes to sending
messages to the general public.
Together with the visual and audio impact of television and
radio, the written press is one of the three most powerful
communication media with respect to its impact on the
masses. National Federations should be in close contact
and develop personal relationships with reporters and edi-
tors, whenever possible, the directors of television
networks and radio stations.
The written press has the advantage of a lasting influence
on mass opinion because the message remains once it has
been printed. Newspapers and magazines are important
vehicles of expression. Both are published daily or periodi-
cally and both usually print news or comments of general
interest to the public at large.
All three means sell publicity. It is therefore in the best inte-
rest of National Federations to motivate their sport’s sponsors
and promoters to buy space or time in order to advertise their
products together with the event or activity they are sponso-
ring. Focus particularly on those television networks, radio
stations, and newspapers that frequently broadcast or
publish feature stories or news reports about such sport
events or activities. If the written press happens not to be
published information on a given sport, every member of
that National Federation should send in letters to the editors
of a given publication claiming their right and need to be
informed regarding the national and international events of
the sport. Fans of that sport should impress on the editors
that they represent a large portion of the press market and
can have a significant impact on circulation figures. If they
succeed in doing so, it will not be long before the publica-
tion starts covering that particular sport. WHAT IS NEWS?
News happens when people do something significant or accom-
MAKING MEDIA RELATIONS A PRIORITY plish something value. The size of the community has a conside-
You must foster close relationships with the media. rable effect on the extent of the news coverage of particular
Eliminate anything that gets in the way, because developing events. In addition, small organizations have to compete with
and nurturing a truly professional relationship with the major sport organization and professional sport for space in the
media needs to be a National Federation’s top priority. press and electronic media.
Sport managers must develop the knowledge and skills As detestable as it may seem, the media seems to find negative
required to establish such a relationship and work with the news to be more newsworthy than other items. The public wants to
media. First they must identify the National Federation’s read negative news and for this reason buys newspapers where
responsibilities toward the media. Managers should not editors offer it to them, keeping a number of journalists busy. Some
neglect any of the three powerful means of mass communi- people think that even negative public exposure is still exposure, but
cation represented by television, press, and radio. Instead, sport organizations need to maintain high profiles and good images
they should make it a point to understand the media’s duty if they want to be seen as reliable ad trustworthy. Negative reports
toward the public, which is to report news on subjects of should not be circulated through the organization’s channels.
interest to the general public in an unbiased fashion (natu-
rally, the media cannot guarantee extensive coverage of a FACING THE MEDIA
given sport, whatever it may be). Sport managers should learn how to face the media, paying special
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attention to their behavior and attitude toward the press. Pay atten- than publicity or history.
tion to the following desirable and undesirable behaviors. ▼ Keep responses brief and to the point to avoid being
misquoted.
DESIRABLE BEHAVIORS IN DEALING WITH THE PRESS ▼ With student reporters, tape interviews openly to
▼ Be cooperative and accessible by telephone. encourage accuracy.
▼ Always make time for the press, even if you have a busy ▼ Deny false rumors as soon as they become known;
schedule. share information.
▼ Become personally acquainted with journalists. ▼ Always keep in mind what might make good feature material.
▼ Call and visit media representatives to find out what ▼ Get to know the media deadlines; know when to send a
they need and when they need it. press release.
▼ Treat journalists properly, honestly, and fairly. ▼ Find out the lighter days for the media and take
▼ Answer every question to the best of your ability. advantage to send releases on those days.
▼ Mention both the negative and positive aspects; do not ▼ Say “thank you” for a good story on your sport or your
only report only good news. organization.
▼ Reporters need “hot news”; get the story out as quickly ▼ Use ceremonies and special events to recognize media
as possible. staff and to make their acquaintance.
▼ Supply appropriate pictures, correct information, and current ▼ Provide free tickets and invite media representatives
items for stories; the media wants news rather to all events.
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SPORT MARKETING AND MANAGEMENT

BEHAVIORS TO AVOID WITH THE PRESS of sport event exposure and publicity whenever it is permitted.
▼ Careless and indiscreet statements. ▼ Seek personal involvement in the sport by asking reporters
▼ Favors or bribery with gifts and promises beyond and radio or television commentators to reward players,
accepted practice, as well as favoritism; make first-serve balls, become masters of ceremony,
don’t give “scoops”. draw lots, speak at banquets, become members
▼ Taking it personally when nothing, or negative stories, of an assessment committee, and so on.
are published.
▼ Aggressiveness and anger.
▼ Trouble-seeking or controversial actions. A CASE OF PRESS INVOLVEMENT
▼ Making off-the-record statements.
▼ Begging or demanding someone to run a story. IN SPORT ACTIVITIES
▼ Threatening the press with a withdrawal of support. Sport leaders in an ex-socialist country were trying to intro-
▼ Asking that a story be withdrawn, except in the direst duce baseball in a city where the sport had never been orga-
circumstances; you may ask that they run corrections. nized as a competitive sport.
▼ Using publicity tricks that mislead the press. Toward that end, a series of presentations of famous baseball
▼ Promoting unimportant items. stars, and even exhibitions, were organized with relatively
▼ Blocking news by evasion, censorship, pressure, or good public attendance the opening day. The next day, no
trickery. major press reports were published in spite of the presence
of several journalists. That evening, only a few spectators
ENHANCING YOUR IMAGE WITH THE PRESS showed up, and the people concerned were on the field
▼ Admit mistakes rather than cover them up. looking at empty stands.
▼ When controversial issues appear, provide written One week later, a new presentation was made, but this
releases to the media. time the players were introduced to the journalists and
▼ Tell the truth, the whole truth, and nothing but the truth autographed photos were presented. Several journalists
to maintain credibility. were invited to catch and throw the ball from the infield to
▼ Keep the public and media well informed about events the catcher at home plate and vice versa. The next day, the
in your sport programs. newspapers were covered with information. More journa-
▼ Communicate precise information to the media lists attended the evening session of that second day, and
representatives. the stands were crowded again.
▼ Consider strengthening press relations through trade-out
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SPORT MARKETING AND MANAGEMENT

The JR. NBA

and JR. WNBA
Program

This article briefly describes the youth fans. In May 2001, a big step was taken for boys and girls 5 to 14 years of age.
program created by the NBA. In the in that direction. Since its inception, the junior NBA has
last part of the article, we have added Basketball ranks as the most popular been enormously successful, with
interesting excerpts from two guides sport and among boys and girls in the over 500,000 boys and girls enrolled,
that are given to players participating United States and is the number one not only playing in organized leagues
in the program. As you will see, these participation team sport, with 21.3 mil- throughout the United States, but also
guides are very useful for youth team lion youths now playing the game, abroad at many U.S. Army bases in
executives. according to the latest national survey countries including Japan, England,
sponsored by the Sporting Goods Puerto Rico, Canada, Italy, and Guam.
The NBA leadership has long under- Manufacturers Association. With that The mission of this unique youth
stood that it has to broaden its bor- in mind, NBA Commissioner David basketball program is to use the
ders, going outside of the arenas and Stern announced the creation of the resources of the NBA and WNBA to
television screens and make direct Jr. NBA and Jr. WNBA, a special edu- help the youth leagues through special
contact with its current and future cational and sports program designed programs and initiatives for players,

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SPORT MARKETING AND MANAGEMENT

parents, coaches, and administrators.

The goal of the professional leagues is
to enhance the recreational youth
basketball experience, not to replace
it or compete with it.
Gatorade and Nike are the two pre-
senting sponsors of the program,
which is also supported by an all-star
Advisory Council. The group, consi-
sting of players Ray Allen of the
Seattle Supersonics, Mike Bibby of
Sacramento Kings, Sue Bird of the
Seattle Storm and Tina Thompson of
the Houston Comets, Orlando Magic
head coach Doc Rivers, Indiana Fever
head coach Nell Fortner, and NBA
Legend Bill Walton, offer important
guidance to the player, coach, and
parent training efforts. To ensure the
success of the program, the NBA has
partnered with four of the country’s
leading national youth organizations.
Joining in the mission to enhance the
youth basketball experience will be
the Jr. NBA and Jr. WNBA’s National
Youth Basketball Partnership, featu-
ring the Boys & Girls Clubs of
America, the National Recreation and
Park Association, the National
Association of Police Athletic
Leagues, and the Jewish Community
Centers of North America. These four
partners will provide critical input into
the development of the new leagues
and act as a vital communication link
to local leagues. Though the partners
will work closely with the Jr. NBA and
Jr. WNBA, membership is open to all
qualified leagues, regardless of natio-
nal affiliation. The backbone of the Jr.
NBA and Jr. WNBA are naturally the
local recreation administrators who
run youth basketball leagues in the
United States, Canada, and abroad.
On the Internet at NBA.com, there is a
special section devoted to the junior
program, with plenty of useful tips
available to members and non-mem-
bers alike. One of the many helpful
functions of the site is a league finder
tool, enabling users to identify local
leagues in their area that are mem-
bers of the Jr. NBA and Jr. WNBA, as
well as junior league programs that
are affiliated with a local NBA or
WNBA team in their market.
Instruction in fair play and sportsman-
ship are primary goals of junior NBA
program and the centerpiece is a uni-
que information and training guide
curriculum, designed and written by
Rick Wolff, a nationally-recognized
expert in the field of youth sports.

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Wolff’s informational guides cover the gym. If the parent doesn’t leave,
both on - and off-the court topics. then the official usually has the option
Subjects include advice for coaches of forfeiting the game to the opposing
for the first practice to the final game, team. While this may sound like a dra-
ideas for parents on creating a positi- stic step, zero-tolerance policies have
ve and fun environment for their chil- made a significant difference in the
dren, and tips for players ranging from behavior of parents. Should You
improving skills to developing a strong Approach an Out-of-Control Parent?
sense of sportsmanship. You have to be careful about confron-
The following are two sections ting other parents, particularly with
excerpted from the Parent’s Guide children around. Confrontations
and the Player’s Guide. Both are between parents rarely have positive
intended to help educate and improve results. Too often, in fact, they escala-
the behavior and growth of the young te an already volatile situation. The
players and their parents. fact that a parent is yelling and screa-
ming at a youth basketball game sug-
PARENT’S GUIDE: gests he or she has lost perspective
DEALING WITH OTHER PARENTS and isn’t likely to negotiate. If you
Parents at Games. Ideally, the coach make an attempt to quell the situation
will make it clear at the start of the and nothing is resolved, back away
season that loud, boorish, or until the parent calms down.
obnoxious behavior is not acceptable. If the coach doesn’t have a printed list
The majority of moms and dads under- of what will and will not be tolerated,
stand this concept and keep their then ask him or her to create one. All
emotions in check. If you encounter a parents need to be aware of the
loud parent in the stands, diplomati- expectations of the coach and the
cally let the coach know the parent in league. Try to Avoid “Parenting” Your
question is becoming bothersome to Child’s Teammates. Get to know your
others. If the coach doesn’t respond, child’s teammates. It will be fun for
then consult a league administrator, your son or daughter to see their
or even the game official. Officials parent talking to their on-court
generally have the ability to vacate or friends. But try to avoid using that
reprimand an out-of-control parent. new relationship to “coach” or
Some leagues employ a “zero-tole- “parent” your new friends. Leave that
rance” policy in which officials can to the real coach and the teammate’s
stop the game at any time and demand parents. If you witness behavior by a
that a verbally abusive parent leaves teammate that your are uncomforta-

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SPORT MARKETING AND MANAGEMENT

ble with, explain what it is you do not Show your coach the utmost respect
like to your own child as a lesson. If and look to him or her for guidance
poor behavior continues, mention it to and direction. If you listen, work hard
the coach, away from other parents, to and honor the team concept, you will
see if he or she is aware of it and if be well on your way to becoming a
they can do anything to change it. complete basketball player. As a mem-
ber of the team, you will experience
PLAYER’S GUIDE: INTRODUCTION both winning and losing. Try not to get
DEAR PLAYER: too up or down based on the outcome
Whether you compete in the WNBA or of the game. It’s great to be happy
NBA, as we do, or in a local league in after a win, but don’t brag about it or
your hometown or city, we all love the make fun of your opponent. And if you
game of basketball. You may be the lose, don’t finger-point or complain
best player on the team, or a beginner about the coach, teammates, or offi-
who is just learning the game, but cials. Stay together and be a leader.
either way, it’s fun to play. Though As the saying goes, “you win as a
basketball is a team sport, it’s ultima- team and you lose as a team.”
tely your responsibility to develop as a If you can accomplish that, you will be
player and teammate. You must work considered a winner no matter what
hard-both on the court and off - to the outcome of the game. This Player’s
contribute to your team’s success. Guide will provide you with valuable
Attend every practice, work on your tips on the game of basketball and
game at home, and always think about how to make a positive contribution to
what you need to do to improve. your team. Use it as a resource to help
Regardless of whether your brother, you become a better player and team-
sister, parent, or friend shows you the mate. Keep it with you to remind you
ropes and teaches you the game, pro- what it is that you need to concentra-
bably the most important person in te on when it comes to playing basket-
your basketball world is the coach. ball. Good luck!
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FIBA RESEARCH AND STUDY CENTRE

MONDO:
AT THE SERVICE
OF BASKETBALL

Mondo is the oldest and largest manu- Mondo specializes in indoor and out- Provider for the Athens 2004 Olympic
facturer of speciality sport floorings door synthetic sport surfaces, wooden Games and the world’s top basketball
and equipment, with manufacturing floorings. Backstop units, scoreboards, players will be running up and down on
units throughout Europe and America. seating systems and other equipment Mondo floors in their quest for the gold
With over 30 years involved in the con- for different sports solutions are produ- medal.
struction and installation of sports faci- ced by Mondo Ibericats, its affiliate in The Mondo Group consists of the
lities all over the world, Mondo has Zaragoza, Spain. parent company Mondo S.p.A. and its
always been a firm believer in sports, Mondo has showcased its products in subsidiaries Mondo France, Mondo
its athletes, and its future. By conti- many prestigious sports events the Germany, Mondo Iberica, Mondo U.K.,
nually investing in research and deve- world over, including the European Mondo USA, Mondo America, Mondo
lopment in order to make more comfor- Basketball Championships, the World Luxembourg, Mondo Suisse, Mondo
table and durable sports materials, Basketball Championships, and the Nordic and Mondo Pacific. The com-
Mondo is now recognized as an inter- Olympic Games. pany has dealers and distributors
national leader in this domain. Mondo has been selected as Official worldwide in more than 146 countries.
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FIBA RESEARCH AND STUDY CENTRE

to create a new design an

innovative system characteri-
zed by air elastic supports
fixed on the bottom part of the
floor.
This allows for ideal shock
absorption all over the surface.

SYNTHETIC FLOORINGS
Mondoflex, Mondosport,
Advance, and Sportflex were
designed for lower-level com-
petitions.
To help prevent traumatic inju-
ries and ankle sprains, these
surfaces provide good shock
absorption and a proper coeffi-
cient of friction.
Mondo synthetic floorings
offer the best alternative to the
wooden surface, with their
ideal coefficient of friction,
outstanding durability, the
greatest potential for deforma-
tion, pleasant aesthetical
aspect and easy maintenance.

FIXED AND TIP-UP

SEATING SYSTEMS
In the past few years, Mondo has worked closely with FIBA, The Mondoseat offers users maximum satisfaction and
specifically with the FIBA Study Center, in an effort to impro- comfort. The final product is obtained by mould-injection
ve the quality and the safety of basketball facilities. The new system that guarantees color uniformity, strength, and weara-
Mondo range of products for basketball have been designed bility to the seat structure.
and manufactured following strict quality standards, keeping The telescopic platform seating, with its state-of-art techno-
with current safety regulations, and utilizing the most advan- logy, can be adapted to each installations’ particular needs in
ced ergonomic and biomechanical criteria. terms of space and use and can be equipped with motorized
Design, sturdiness, color stability, easy cleaning and ease of or manual folding systems.
handling have led to widespread approval among designers,
administrators, athletes, and spectators alike. BACKSTOP UNITS AND SCOREBOARDS - SHOT CLOCK DEVICES
All Mondo products have been tested and certified. Mondo basketball support units (Mondostar and Mondocup)
The list of FIBA-approved products for 2003-2006 includes the have been designed and built in order to provide rigidity and
following: stability during the game.
The units can be handled easily and folded up for storage and
PERMANENT AND MOBILE WOODEN FLOORINGS transport.
Mondowood, Mondoelastic, Air Zone and Fast Break are Each features a glass backboard, comprised of two sheets bon-
designed for all high-level international FIBA competitions. ded tightly together. In case of a hard dunk that breaks the back-
Mondo experts are well aware that the court is one of the board from the impact, this special bonding prevents the back-
basic elements in any basketball arena and, thanks to their board fragments from falling to the floor. Mondo also offers
experience, they have developed and patented a new system several modular electronic scoreboards (Antares, Pegasus, and
of area-elastic floor coverings that offer optimum Fenix), each which comply with all sport regulations.
responses to The score-
the players boards can be
throughout the fitted with a
game. shot-clock
The use of com- device and
p u t e r- s i m u l a - comes with a
tion methods console with
and the expe- an acoustic
rience of their signal that can
biomechanical be transmitted
scientists have by wire or radio
allowed Mondo signal.

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DOCTORS, TRAINERS AND CONDITIONING COACHES

ANTERIOR CRUCIATE
LIGAMENT
DEFICIENCY hip to knee, at a sharper angle than in men. This Q-angle, or quadri-
ceps angle, often predisposes a woman to more knee injuries than
a male. In addition, a woman’s joints are slightly more lax than a
male. The joints typically have more hyper-elasticity or mobility and
it’s this hyper-looseness that predisposes a woman’s anterior cru-
ciate ligament to more injury. Hormonal factors, leg strength, and
the particular geometry of the female knee joint also may be factors
by Costas Parisis by Stergios Papastergiou to predispose one to increased risk of rupture.

MECHANISM
Dr. Costas Parisis, an orthopaedic surgeon, is Head of the Hellenic Mechanisms of an ACL tear (eight times more common in women
Basketball Federation Medical Services, and a member of the and probably due to the female “Q” angle) without involving direct
Medical Council of FIBA. contact include:
1. Violent hyperextension of the knee.
Dr. Stergios Papastergiou is an orthopaedic surgeon at St. Paul 2. Violent abduction, flexion, and internal rotation of the tibia on the
Hospital, Sport Injuries Unit, in Thessaloniki, Greece. femur.

(Editor’s Note: The article on the anterior cruciate ligament and its DIAGNOSIS
rehabilitation, written by Dr. Mladen Maksic and published in the An ACL tear /deficiency can be diagnosed and classified according
past issue -issue N.3, July/August 2003-, was so well received, with to the history of the mechanism of the injury; an evaluation of stabi-
requests for more information on this topic, that we invited other lity; and through X-ray, MRI scan, or an arthroscopic examination
doctors to discuss this devastating injury.) performed under general anesthesia.
The physical examination of knee joint stability and the ACL should
The anterior cruciate ligament (ACL) is the site of one of the most include the following stress tests (both knees should be available for
common sports injuries. Twisting the knee with the foot firmly plan- examination to allow comparison):
ted on the ground can sever this important ligament. The normally The Lachman-Noulis test, which is indicative of the tear of the
strong, rope-like 1.5-inch ligament crosses through the middle of posterior/lateral bundle of the ligament. This test is performed with
the knee joint and keeps the shinbone from sliding too far forward the knee in 15-20° of flexion with the patient lying supine. Using one
on the thighbone. Unlike the hip, with its deeply contoured ball-and- hand on the anterior aspect of the distal femur and the second hand
socket arrangement, the knee depends almost entirely on soft tis- behind the proximal tibia, try to displace the tibia forward from the
sue-ligaments and tendons-for stability. The knee connects the two femur. A positive Lachman occurs when either more than 5 mm of
rounded surfaces (condyles) of the large thighbone (femur) with the anterior displacement of the tibia is noted or no endpoint is encoun-
lower leg bone (tibia). An elaborate system of ligaments, the anato- tered. Note that this is difficult to perform on obese patients if the
mical equivalent of bungee cords, holds the joint together. Two liga- doctor has small hands.
ments (the collateral) bind the knee on the inside and outside bor- The anterior drawer test, which indicates tear of the anterior/medial
ders, while anterior and posterior cruciate ligaments cross inside bundle of the ligament. When performed with the tibia internally or
the joint to hold it in place. In the course of any athletic movement, externally rotated, it provides extra information about the poste-
when the knee is accidentally rotated too far and the ligaments are rior/lateral and the posterior/medial compartment of the knee.
stretched even slightly beyond their length, they will often rupture Perform this test with the knee at 90° of flexion with the patient lying
with a sickening “pop.” Most often it’s the anterior cruciate liga- supine. Place both hands behind the proximal tibia and attempt to
ment (ACL), and such a devastating injury usually requires recon- displace the tibia forward from the femur. If there is more than 6 mm
structive surgery followed by extensive rehabilitation with weights. of tibial displacement, it suggests an ACL tear. Note: The anterior
It’s now estimated in the United States that there is 1 ACL tear per drawer test is not very sensitive and has been found to be positive
3,000 people in a general population, with 25 to 50 percent even- in only 77 percent of patients with complete ACL rupture.
tually undergoing surgical reconstruction. International statistics ▼ The valgus (abduction) test and the varus (adduction) test
are not available. Prior to the introduction of arthroscopic knee sur- both performed in extension.
gery in the early 1970s, an ACL tear was often a career-ending injury ▼ The pivot shift test, which is performed by causing anterior
for an athlete. subluxation of the extended tibia and its reduction when
Women are especially vulnerable to ACL injuries. The wider female the tibia is flexed followed by the snapping of the iliotibial band.
pelvis, for instance, often produces thighs that angle inward, from The “key tests” for the physical examination of the tear/deficiency
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DOCTORS, TRAINERS AND CONDITIONING COACHES

of the ACL ligament are: reconstruction(The best possible repair should be done
a. The Lachman-Noulis test (with evaluation of the endpoint). without delay).
b. The pivot shift test. ▼ Primary repair is not the panacea of the ACL tear as:
When performed by experienced examiners, the evaluation of the a. It can provide a solution to the mechanical problem of instability
stability of the ligament may provide a precise diagnosis of the that results from the deficiency of the ligament, but
tear/deficiency in 90 percent of the cases, even though the clinical b. Cannot restore the proprioceptive function of the ligament and its
evaluation itself isn’t always enough to reveal partial tears (mainly protective role.
of the anterior/medial bundle of the ACL). c. The success rate is 85-95 percent and the improvement of stabi-
MRI testing should not be overused but may be useful when doubt lity on a long-term basis appears in 66 percent of the patients, whe-
arises from the physical examination. The MRI’s sensitivity and pre- reas the functional ability improves in 70 percent of the patients.
cision in revealing recent and old tears is higher than any other tests d. The failure rate is 8 percent with a recurrence of the knee insta-
(92-98 percent) but when it comes to differentiation between partial bility and can be followed by complications such as:
and total tear, it’s not higher than 50 percent. 1. Loss of movement of the knee joint (15 percent) either
Controversy arises from the fact that an ACL tear inevitably leads to as a loss of the extension rate (more than 5-10 percent) or
the “beginning of the end of the knee joint.” Researchers point to as a total movement range (less than 125 degrees).
deficiency of the ligament, functional incapacity and symptomatic 2. Persistent postoperative effusion (10 percent).
instability of the knee joint, and finally osteoarthritis of the knee. 3. Septic arthritis (0.3 - 1.3 percent) etc.
On the other hand, one can never be certain of the number of The surgical treatment that is strongly recommended in young ath-
patients that will suffer in the future from chondral degeneration. letes is either arthroscopic or open reconstruction of the ligament
This depends on: (followed by meniscal repair or partial meniscectomy of the meni-
▼ The degree of the injury to the ligament. scal tears). This should be performed right after the relief of the
▼ The associated osseous, ligamentous, meniscal, and acute symptoms (usually three weeks later). Acute repair might be
chondral injuries. considered only when the tibial insertion of the ligament has been
▼ The associated injuries and the post-traumatic degree of avulsed with a fragment of bone.
recovery of the secondary restrain to the anterior
translation of the knee. GRAFTS
▼ The demands, needs, and expectations of the patients. In reconstruction of the ligament, the grafts that can be used are :
▼ Autografts.
TREATMENT CONSIDERATIONS ▼ Bone-patellar tendon-bone graft (BPTB).
Surgical or no surgical treatment must be selected depending on ▼ Quadriceps tendon with or without tendon bone graft (QT).
factors such as: ▼ Semitendinosous and gracilis tendon grafts (ST/G).
1. The patient’s age. ▼ Allografts.
2. The activity demands and willingness to modify them. ▼ Synthetic grafts.
3. Compliance of the patient with the postoperative The BPTB is well preferred by the majority of surgeons (the gold
rehabilitation Program. standard). The ST/G and the QT are less preferred, and allografts
4. The laxity of the joint and the instability grade. are indicated for patients who are not involved in competitive sports
5. The associated osseous, ligamentous, meniscal, and need to quickly return to work and activities of daily living.
and chondral Injuries. Usually the graft is placed in anatomical and isometric position and
6. The willingness of the patient to be treated surgically. is fixed with interference screws or other systems of fixation.
Patients with an ACL tear should be well informed in regards to the
following: REHABILITATION
▼ The untreated ACL tear, as well as the untreated meniscal Postoperative rehabilitation programs that follow reconstruction of
tear (which is expected and common due to the instability the ACL ligament can be “accelerated” by:
of the knee) greatly increases the odds of developing ▼ Early initiation of movement, weight bearing, and closed
osteoarthritis. A meniscectomy, doubles these findings kinetic chain exercise.
when compared with “healthy” individuals of the same ▼ Slow initiation of open kinetic chain exercise.
age (1-2 percent). During postoperative rehabilitation, balance should be maintained
▼ The ACL tear that is treated conservatively and has a long between the protection of the graft during maturation process (liga-
follow-up time is thought to be related to osteoarthritis in mentation ), preserving full range of motion, and dynamic stability as
57 percent of the patients < 35 years old and in 87 percent well as functioning of the knee joint.
of the patients > 35 years old. The criteria for when patients can return to sports after surgical
▼ When primary repair of the ligament is performed with a treatment are based upon clinical findings and laboratory results.
long term follow-up period the rate of degenerative Returning to sports is usually allowed when:
arthritis is 13 percent in patients with intact menisci, 31 1. There is full range of motion of the knee joint.
percent in those with a lateral meniscectomy, 37 percent 2. There is no knee joint instability or effusion.
in those with a medial meniscectomy, and 40 percent in 3. The comparative degree of functional tests is at least 95
those with a bilateral meniscectomy. The importance of percent.
the condition of the menisci during ligamentous 4. Knee joint proprioception is restored.
reconstruction, as well as the protective value of the 5. The comparative degree of power and force of the
repair of the ligament, is more than obvious. quadriceps and the hamstrings in K-T1000 evaluation is at
▼ Patients with primary repair of the ligament seem to least 85-90 percent.
suffer less degenerative lesions of the tibiofemoral joint Finally, return to sports may be as early as five months or as long as
when compared with the ones with late nine months to a year.

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DOCTORS, TRAINERS AND CONDITIONING COACHES

DEVELOPING SPEED
IN YOUNG PLAYERS
depends on the number and percentage of “fast-twitch
muscle fibers” an athlete has. Each muscle is a distinct gene-
by Vladimir Koprivica tically-determined blend of what’s called slow twitch, or Type
I fibers, and fast twitch, or Type II fibers. It’s the slow-twitch
Vladimir Koprivica is Professor of Sports Training Theory at fibers that are called upon during low-intensity exercise, such
the Serbian and Montenegro Basketball Academy in as bicycling and walking. However, for explosive actions, such
Belgrade. He worked as a conditioning coach at several as sprinting down a basketball court or jumping for a rebound,
men’s and women’s top division basketball teams in his coun- it’s the powerful fast-twitch fibers that spring into action.
try. Young athletes may have a ratio of these fibers in the range of
60:40 or 40:60, while a select few may have as much as 90 per-
Speed is ability to perform movements and motions in the cent of one type of fiber. The problem with fast-twitch fibers is
shortest time possible. Think of it as maximum movement. that they decline with age. If you don’t use them, then you lose
Speed is an elusive creature, a complex mobile human ability them.
consisting of various elements. By enhancing these abilities Progressive weight-training exercises can strengthen fast-
with special games and drills, a smart coach will help develop twitch fibers. These fibers will be mobilized to perform the
and increase a child’s overall speed. high-intensity exercises, while the slow-twitch provide the
It’s perhaps more appropriate to talk about speed abilities than endurance to perform each exercise over an extended period
about speed as a unique ability. Speed has various elementary of time.
components: speed of reaction, frequency of movement, Having fast twitch fibers does not impart speed. This potential
speed of each single movement, acceleration ability, and for fast movement will remain unrealized unless it is stimulated
maximum speed. It is very interesting that there is no signifi- and helped through specialized training. We will never make a
cant connection between these forms of speed. In other fast basketball player out of a naturally slow boy, but on the
words, a player can react quickly, but demonstrate poor acce- other hand, we have to train a naturally quick boy properly in
leration ability at the same time. Therefore, to increase speed order to make him really fast.
in a young athlete, it is best to work separately on the deve- Many aspects of speed are related to speed of thought and
lopment of each speed element. decision making. Therefore, the coach mustn’t be deceived
Natural development of these elements is not simultaneous-
some are developed earlier, others later. Coaches must be
aware of this in order to fully develop a young player’s speed
abilities.

SPEED OF REACTION AND FREQUENCY OF MOVEMENTS

Speed of reaction and frequency of movements are abilities
that are initially developed very early on, generally at the pre-
school age, and very dynamicly between 7 to 11 or 12 years of
age. The basic reason for this is the fact that parts of the ner-
vous system concerned with speed and reactions are mostly
formed during puberty.
After this optimal growth period, the central nervous system is
changed very little, and so the possibilities to influence speed
of reaction and frequency of movement are very small.

SPEED OF EACH SINGLE MOVEMENT, ACCELERATION ABILITY,

AND MAXIMUM SPEED
Speed of each single movement, acceleration ability, and
maximum speed should be developed early, since the condi-
tions for that are mutual and the same.
Maximum movement speed is mostly an hereditary ability that
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DOCTORS, TRAINERS AND CONDITIONING COACHES

during the selection process by estimates of elementary use drills with different movements with and without the ball,
speed levels because the basketball player is naturally not a along with changes of pace and movement rhythm.
sprinter! It is much more important to observe the children at Rectilinear, curved, and “zigzag” running should be used,
play, judging them according to how fast they switch from one along with sudden stops, starts, and a variety of jumps. What
movement to another. Search for children who are fast in play these drills do is help increase a child’s agility.
and train them to become like that when they play basketball! Special attention should be paid to fast switching, going from
Many naturally fast players are not able, for various reasons, one movement to another. You will find that a child can be fast
to use their maximum straight-ahead speed when they play in separate movements (running straight ahead, for example)
basketball. They may be slow with the ball or they may move but slow when combining a variety of movements.
too fast and are not able to coordinate their speed with the If a child doesn’t show any improvement after practicing
pace of the game. The cause of this can be poor training, but these agility drills for some time, we can say, with a high per-
it is more often due to poor coordination. On the other hand, a centage of probability, that that child is not the ideal candida-
slower child (who is still fast!) can have the ability to use his te for basketball.
maximum speed playing the game.
As we can see already in this quickly evolving game of 5. SPEED OF IMPROVISING AND COMBINING
basketball that is played today, extremely fast players who are DIFFERENT MOVEMENTS
skillful in moving with and without the ball completely domi- This is the most complex speed form, since it consists of all
nate the game. Coaches should be looking for that type of the other forms. This type of speed is usually developed:
young athlete to work with.
Basketball demands speed in various movements. Elementary a. In basketball play (more often with developed players) and
speed (simple movements) is directed by a pyramidal motor b. In various elementary games (more often with children).
path. But, an extrapyramidal path is more important for
basketball because it is responsible for the delicate move- When working with young players, the Yugoslav basketball
ments that are necessary for successful technique perfor- school values various types of games. These games demand
mance. Thus, when working with young players, special very quick improvisation, adjusting the movements to a sud-
attention should be paid to developing complex speed forms. den change of situation, and then combining different types of
them.
1. SPEED OF CHANGING MOVEMENTS I would like to focus on two games played without the ball. I
The examples of this speed form include running 10 x 5 meters have found that children, who do not do well in these games,
and then moving in a basketball stance for 6 x 4 meters. Both even after playing them for some time, don’t do well in basket-
are true tests of speed. To do well in this stop-and-go drill, the ball, either. They also typically have great difficulty in learning
young player needs a certain level of muscle power. It is very new movement skills.
important to prepare the muscles for speed games. Great care
must be taken by coaches when having children perform TAG GAME WITH “HIDEOUT”
these sprints because all the stopping and starting places One child chases after the other children. They can find a
great stress on the still-developing knee joints of the young “hideout” by creating groups of three children in a line, where
athletes. Be sure to have a good warm-up period before children at the ends of these triplets have one hand free. When
beginning these high-intensity drills. a child who is being chased touches the hand of a child in a tri-
plet, the child at the opposite end is freed and can run away.
2. SPEED OF CHANGING THE DIRECTION OF MOVEMENTS (“ZIGZAG” For example, the child in the middle should stand faced in the
MOVEMENT) opposite direction from the other two. That way, the child who
A player runs as fast as he can with the ball and then without is searching for “hideout” must take care of placing himself in
it, covering the distance as fast as he can between certain the right direction while continuing or creating a triplet.
points on the court, which are pre-arranged to make him con-
stantly change direction. These points can be at the same TAG GAME WITH “CUTTING”
distance from each other, or even better, at different distances. Players are spread on the half-court without any order. One
These “zigzag” movements, performed with the ball in the child chases after one selected by the coach and can catch
beginning and then without the ball, can be used as a speed only him only when some other child crosses (“cuts”) the ima-
test. Using a stopwatch, you can easily determine the rate of gined line between the chaser and the fugitive. From that
specific basketball speed on the basis of time differences. point, the chaser must run after the one who “cut” the line.
Under “cutting” is considered only the movement where the
3. SPEED OF TECHNIQUE PERFORMANCE line is crossed with both legs, which means that it is allowed
Generally speaking, basketball techniques should be perfor- (and preferable) “cut” faking.
med as fast as possible. However, this speed often must be When preparing for these games, the coach must clearly
tempered in order to react to what the opponent is trying to define for himself the goals he wants to achieve. If the goal is
do. As soon as the basic basketball skills are developed, it’s the development of some segment of speed, and if the coach
time to begin a variety of drills using an opponent. The coach knows the basic methodology, it is easy to choose some of the
should always insist on good timing for starting fast move- familiar drills, or else he can combine them and create new
ments (for example, penetration) as well as a constant chan- ones.
ge of rhythm, which forms the basis for efficient technique. When working with children, a variety of competitive speed
drills is preferable, with adequate time given for rest. In this
4. SPEED OF SWITCHING FROM ONE MOVEMENT TO ANOTHER way, the practices will be interesting for the children as well
In the training process of young players, we should always as great ways for enhancing speed in children.

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DOCTORS, TRAINERS AND CONDITIONING COACHES

ORTHOTICS
by Fabrizio Borra

Fabrizio Borra is a trainer with a long

experience with top athletes from dif-
ferent sports, from bike racers, to
Formula One drivers, to basketball,
rugby and soccer players. Borra was
the first medical care provider in Italy
to adopt the injuries rehabilitation in
the swimming pool. He runs the Sport
Medicine Center in Forlì, Italy.

The feet are the important receptors

that interact with the postural tonic
system, but cannot be evaluated sepa-
rately and in an isolated way.

The human body has a great capacity

to adapt through the muscular chains
and myofascial.
These compensations therefore have
an origin and an end.

The great difficulty in the evaluation of

and injured athlete is understanding
the origin of the problem (cause), how
the body has adapted (compensa-
tions), where the body ends its adap-
tion (last compensation that does not
find compensation), creating a
decompensation (overload) with con-
sequent pathology (injury).

If we are not successful in recon-

structing this scheme and work from
where the problem started, and we
only take care of the symptomatology
(pain), or we work only on some com-
pensations, we will have problems to
reach our objective.
But you can be sure that the athlete’s
body will make new compensations
that will result in additional problems
over time.
The bottom line: get to the root of the
problem and solve it rather than focu-
sing on the reduction of pain.

With the concept in mind that you

want to get to the root of the problem,
it is clear that hyperspecialization and
management of injuries has its limita-
tions.
The podiatrist evaluates only the feet,
the dentist only the mouth, the opto-
metrist only the eyes, and so on.

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DOCTORS, TRAINERS AND CONDITIONING COACHES

However, in order to achieve complete

recovery from an injury, it is important
to look at the body as a whole, reco-
gnizing the connectedness and inter-
relationhip of its systems.

Returning to foot problems, this hype-

specialization has brought about an
overprescription of orthotics.
It had gotten to the point where just
about anyone undertaking sports acti-
vities were prescribed orthotics as an
essential accessory for best foot
health.
Let’s quickly review what orthotics are
and how they work. Orthotics are shoe
inserts that are intended to correct an
abnormal, or irregular, walking pat-
tern.
Orthotics are not truly or solely “arch
supports”, although some people use
those words to describe them, and
they perhaps can best be understood
with those words in mind.
They perform functions that make
standing, walking, and running more
comfortable and efficient by altering
slightly the angles at which the foot
strikes a walking or running surface.
Doctors of podiatric medicine prescri-
be orthotics as a conservative approa-
ch to many foot problems or as a
method of control after certain types
of foot surgery; their use is a highly
successful, pratical treatment form.

Too often, however, podiatrists pre-

scribe orthotics besed solely on data
that is not really reflective of a pro-
blem to an athlete.

Inserting an orthotic in the shoe of an Our experience over the past decade Too often, people neglect to periodi-
athlete who has already compensated has helped us to develop the following cally check their orthotics.
for a problem without trying to under- protocol: We now have new technology which
stand the real cause of the problem, allows us to get a reading as to the
may only result in a further compensa- ▼ In the first phase, the athlete is effectiveness of the orthotic and
tion, in this case, to the orthotic. submitted to a global postural test whether it is compatible to the needs
The athlete remains untreated and to individualize the true cause of of the athlete.
debilitated. the problem and help uncover the
various compensations. It is critical that we pay attention to
This does not mean that the orthotic the type of athletic shoes that the ath-
does not have a place in sport. How ▼ He is then submitted to a pressure lete is wearing.
and when to use them should be an test on a platform while standing Too many times we have seen different
important part of any athletic evalua- and moving. This baseline data is outcomes when orthotics are worn in
tion. recorded and later used as different shoes.
How about the athlete that takes a a comparison.
special pressure foot test, followed by In conclusion, the prescription of the
a podiatric treatment, and then imme- ▼ He begins therapy and exhibits orthotic must be given more careful
diately repeats the pressure exams? various changes. Based on the attention, taking into consideration
The outcomes are going to be comple- study of the data, we can then many factors and not just based on
tely different. recommend the possible use of an one reading of the foot. The effective-
Do you create an orthotic based on the orthotic and decide which type ness of the orthotics must be monito-
first or second pressure test? would be most effective. red over time.
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MINI-BASKETBALL, SCHOOL GAMES AND ACTIVITIES

“TRINTA”
MINI-BASKETBALL
EVENTS
by Valentina Bashkirova

Valentina Bashkirova is Vice President of the Russian

Basketball Federation and President of the “TRINTA” Sports
School.

Basketball was so popular in Russian in the 1990s that many

big tournaments were created.
Mini-basketball became extremely popular as well and we
asked ourselves: why not show the strengths and beauty of
mini-basketball in a big event?
Organizing large sports competitions brings up many impor-
tant questions.
What do spectators really want to see?
Who is going to participate?
Will it be fun for the children?
What kind of awards should be given?
How do you organize a tournament in such a way as to make
children leave the arena with smiles on their faces and pre-
sents in their hands?
The decision was finally made to invite 10-year-old boys to
our event. However, as the popularity of the event spread, we
recently began inviting talented girls from the Moscow
region to participate as well.
In the past eight-year history of our event, the number of par-
ticipants has varied between 300 to 350 children.
Children are not the only ones we want to attract to our
event. Our outreach extends to parents, too. Each child is
invited to attend with his or her mother and father, or some best drawing in the “We Paint Basketball” competition.
other close relative. The parents get real satisfaction seeing After a few years, it became evident that two days was simply
their children play basketball and many become not only not enough time to carry out the event, and we have since tur-
volunteers at the event but basketball devotees as well. ned it into the “Moscow mini-basketball week.” During the
We pay close attention to the event, with the goal of making weekdays, the children compete in different gymnastics
it something remarkable and nice. events, each which has a basketball element. They also take
Even before a child enters the sports school, everything is part in exercises involving speed, testing their coordination and
geared to immediately capture their imagination. balance, as well as their ability to jump.
Colorful balloons, photographs from previous events, sports All these mini-competitions are scored, and each child’s results
posters, advertising, and the oversized logos of our sponsors are computed into an overall performance score. Our girls have
are all used to make our event special. their own separate program that is similar to the boys.
An art competition is also organized each year, with teachers With all of these games concluded, we have what we call a Day
from the Trinta Sports School acting as judges to choose the of Finals, and it takes place on the weekend. Preparation is the

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MINI-BASKETBALL, SCHOOL GAMES AND ACTIVITIES

key to making this a special and fun day. We do this by holding The awards ceremony is supported with the help of corporate
a general coaches’ meeting at which we hand out our program sponsors, charitable foundations, and individual sponsors. Two
and then discuss it in detail, going over all the organizational years ago, our finals were included in the budget of the
aspects. Moscow Sports Committee, so we had sound financial
Dressing rooms are assigned, parade behavior is discussed, backing. Over the years, our commercial sponsors have inclu-
seating in the arena is determined, and the awards ceremony ded McDonald’s, Adidas, Delta Sport, the Nike in Russian
is described. We also address any other issues coaches may distributor, to name a few of the well-known ones.
have concerns about. A principle of our event that we take great pains to adhere to
In previous years, we have invited non-sports groups to parti- is: We have no losers, only winners.
cipate. Oversized plush animal toys are given to all teams and indivi-
These have included girls drumming groups, military and high dual prizes are awarded to winners of the physical skills com-
school bands, and the Red Army basketball club. petitions. Each participant is presented with an individual gift
This year, we had the pleasure of listening to a magnificent package comprised of sportswear;a copy of “Basketball
performance of the Moscow Region Military Commanding Planet,” the Russian Basketball Federation magazine; candy; a
Office Orchestra. Another new addition to the ceremony was calendar; pens; and plenty of other little things children are so
folk dancing, with the children and their parents participating fond of.
as teams in a friendly competition. Press coverage matters, of course. Newspapers stories are
We start the Finals, as we always have, with all the partici- widespread, with many TV segments and newspaper and
pants singing the hymn of Moscow mini-basketball, which magazine articles devoted to the event.
contains this exquisite line of beauty and power: “Now we play One journalist wrote-and we fully agree with him-that children
mini, tomorrow we play grand.” By the way, this prophetic line in sport are “..painters of a great picture they have now just
has already been confirmed, for our participants in the past started to paint.
have included Marina Kuzina, Elena Migunova, Alena The first lines and curves have been drawn and the first colors
Danilotchkina, and Elena Evseeva. These young athletes even- combined.
tually went on to win the European Junior Women’s basketball They play basketball and they enjoy playing. These memories
championship. can truly make one’s soul so happy!”

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MINI-BASKETBALL, SCHOOL GAMES AND ACTIVITIES

school games
D.1

and activities
THE TRAIN GAME ZIG ZAG PASSING
Divide the children in two teams (one ball for Divide the children into two teams as shown in
each team), and have them sit in two separate the diagr. 1. At the signal of the teacher the
lines. The player at the end of each line holds children begin to pass the ball and count how
a ball behind his head. At the signal of the tea- many passes in a row they can make in a set
cher, the players pass the ball to the players in period of time. The team that makes the most
front, who await the ball with their hands held passes in that time wins.
behind their necks. The players who made the
first passes get up and run to the front of the STAR PASSING
line and sit down while the rest of the players Position the children as shown in diagr. 2, with
race to move the ball forward. The team that one ball for each team. At the signal of the tea-
gets the ball to the first player wins the game. cher, the children begin to pass the ball. The
For a slight twist, the same game can be team that makes the most passes in a set
played by having the children pass the ball at period of time, wins. The one rule is that the
D.2
hip level, twisting their trunks to get the ball to children cannot pass the ball to the teammate
the player in front. on his/her right or left.

BASKETBALL FOR YOUNG PLAYERS

Guidelines for Coaches
This very useful 364-page book published by FIBA is aimed not only at basketball coa-
ches who work with young players, but also at schoolteachers who want to learn
more about basketball and discover ideas for games and drills to use during their les-
sons.
Written by some of the top experts, the book clearly explains how to teach basketball
fundamentals, drills, and strategy, with suggestions of how to teach the game to chil-
dren as young as six. The book is available in English and will soon be published in
French at the cost of e. 20, plus shipping and handling costs. For more information,
please call FIBA at ++41-22-545.0000 or fax at ++41-22-545.0099.

In the near future, it will be possible to download a Chinese, Russian, Arabic, or

Spanish version of the book. Keep checking the FIBA Internet website (www.fiba.com)
for the latest information. Several Federations (Serbia, Bosnia & Herzegovina, Sweden,
and Latvia) already have the book written in their native language. Contact these
Federations directly for more information.

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LETTERS TO THE EDITOR

PLAY WITH US The greatest satisfaction for us is to receive letters from

people that are working hard against great odds to help
teach basketball. We will be very happy to receive your arti-
cle on basketball in the Caribbean. If it’s not a technical arti-
cle, it will be of great interest to the members of the FIBA
Communications office.

SUBSCRIPTIONS? NOW WE ARE THINKING ABOUT...

I am a youth coach in the United States. I have located your
FIBA ASSIST magazine on the Internet. It looks great and
has so much useful information. I find that it’s very slow to
download, however, so I wonder if the magazine is availa-
ble through a regular mail subscription. Also, are back
A QUESTION ABOUT THE RULES issues available? If so, please respond (via e-mail) with the
I think there is a problem with your answer in Right or rates and an address where I can send payment. Thank you
Wrong, question 7 in Assist 03, page 44. “A throw-in by and good luck with your publication.
A4 lodges on the basket support. Shall team B be enti- Carmine Angioli - Staten Island, New York, USA
tled to the next alternating possession? Yes. Team A
loses its right to the possession because of the violation In the past issue, we mentioned that although we have recei-
by A4.” The way I see it, A4 only violated the throw-in ved many requests for subscriptions, we didn’t plan to publi-
rule, therefore team A lost its right to possession of the sh a print version of the magazine for the general public. Due
throw-in. It does not relate to the alternating posses- to an overwhelming amount of requests such as yours, we
sion, so the alternating possession should remain the are again carefully studying the possibility. We will keep you
same as it was. And the correct answer should be “No. updated about this plan in the next few months.
Team A only loses its right to the possession of the
throw-in because of the violation by A4”. Please let me A LETTER FROM THE SOLOMON ISLANDS
know if this is right or not. I am an editor working for a newsletter called The Sports
Gabriel Lee, leelokyu@msn.com Focus. We deal mainly with local, regional, and some
international sports news. Because of this, I am kindly
Lubomir Kotleba, FIBA Sports Director answers: asking if you could put us on your mailing list. I find it
As you are probably aware, nobody in this world who has very interesting to read about what is happening from
yet to see the ball become lodged on the basket support other parts of the world. We are from the Solomon
during a throw-in. However, there is the small discre- Islands, a country next to Australia and New Zealand.
pancy with the present rules, contradicting two articles Roland Batarii - Honiara, Solomon Islands
of the rules. This will be corrected with the next edition of
the rules and the correct wording of the rule will be: “The The FIBA Communications Department will gladly add
alternating possession procedure ends when the passed you to their e-mail list for press releases, newsletters,
ball touches or is legally touched by a player on the court, and other useful information for the media. We apologi-
when the throw-in team commits a violation, or when on ze but we cannot mail the printed version of the magazi-
a throw-in a live ball lodges on the basket support.” In our ne. You can read and download our bi-monthly magazi-
case, the jump ball situation occurs and the team entitled ne, as well as the previous issues, from the site
to the next possession will get the ball for a throw-in. I www.fiba.com
hope this clarifies the situation for you.

CARIBBEAN BASKETBALL
I just returned from coaching the national basketball Editorial Office: Cantelli Editore, V. Saliceto 22/E, 40013
team of Montserrat in the West Indies. This is where I Castelmaggiore (BO), Italy
became familiar with your fine publication. Montserrat Tel.+39-051-6328813- Fax +39-051-6328815
has been devastated by a volcano for the past eight
years. I have coached at different levels in the States, Editor-in-Chief: GIORGIO GANDOLFI
from high school to Yale University. I would like to sub- E-mail: fibaassist@cantelli.net
mit a short article to the magazine about basketball in Note: Readers who wish to send technical or non-techni-
the Caribbean and its growing popularity. I have atta- cal articles are kindly requested to read the information in
ched a photo of the court we used on a daily basis. The the box INVITATION TO THE READERS on page 4 (or onli-
volcano exploded and covered the surface with ash. ne at www.fiba.com).
Coach Steve Graham, Montserrat, West Indies
PAGE 66 | 04 2003 | FIBA ASSIST MAGAZINE