LINICS ACTICS Basketcoachhe gives us a sample of his basketball philosophy, by saying ... posals,...

Basketcoach.net - N.1 - Anno I - 2007

www.basketcoach.net 1

SOMMARIO

YOUR MIND IS THE KEY TO YOUR SUCCESS DI F. CROWELL..... ...1

EDITORIALS ........................ ...2

PLAYERS, NOT TOYS

DI A. FORTELEONI .............. ...4

THE COACH DI L. MEVI ………5

Num. 1 VOLUME 1 Aug-Sept 2007

Basketcoach.netL A R I V I S T A O N - L I N E P E R G L I A L L E N A T O R I D I P A L L A C A N E S T R O

WWW.BASKETCOACH.NET OUR WEB SITE Basketcoach.net was born from the idea of a group of coaches who wanted to spread and share their thoughts, their training exercises, schemes and much more to better propose this sport. We are trying in this way to find advice among other basketball coaches around the world so that everyone may benefit and offer each other’s experiences and expertise to build-up a winning pro-gramme.

AN EXAMPLE OF PERIODIZIATION IN TRAINING STRENGHT IN BASKET-BALL (2^ PART) DI M. SIST ..….7

SMALL NEGLECTED DETAILS DI P. CARLINI ......................….9

10 DRILLS FOR THE DEFENSE AT HALCOURT (2^ PART) DI M. TAMANTINI ....................10

CLINICS ..... ………………….12

TACTICS CORNER……………..14

As I watch co l lege basketba l l , I o f ten ana lyze the dec is ions of the coaching s taf f to g lean coach ing wisdom f rom the i r suc-cess and fa i lure . For example, Gonzaga recent ly lost to Santa Clara. The loss ended a f i f ty -game winn ing s t reak. What was the key to the loss? Duke los t a cruc ia l game to be-g in the i r longest los ing s t reak in C o a c h K r z y z e w s k i ’ s h i s -tory. Why d id they lose th is win-nab le game? Whi twor th Col lege, an e l i te D iv i -s ion 3 team ( that has been ranked as h igh as th i rd in the nat ion) recent ly los t an over t ime thr i l ler to the Univers i ty o f Puget Sound (UPS). What was the cruc ia l fac tor in th is loss? Have I got you th ink ing? Your ab i l i ty to th ink is your most va lu-ab le asset in l i fe . Th is is espe-c ia l ly t rue on the basketba l l

cour t , where momentum changes qu ick ly and the game can be w o n o r l o s t i n s e c -onds. Coaches must t ra in the i r minds to be dec is ive, to read the s i tuat ion, and to look for op-t ions. I f you coach wi th a c losed mind, a negat ive mindset , or f rom a p lace of menta l weak-ness, you wi l l most l ike ly fa i l . My coach ing ph i losophy is based on three very impor tant pr inc i -p les . Each of these pr inc ip les r e q u i r e s r e l e n t l e s s m e n t a l toughness. 1) TAKE CARE OF THE BALL Take care o f the ba l l , reduce turnovers , and you wi l l take a g r e a t s t e p t o w a r d w i n n i n g games. As a coach, emphas ize two- foot s tops, power fu l reverse p ivots, ch inn ing the bal l wi th e l -bows shoulder h igh and ex-tended out , and making one- two-

d o w n t h r o u g h c r o s s - s t e p passes. Improvement on these so l id fundamenta ls wi l l p roduce team deve lopment and success. 2 ) E L I M I N A T E O P P O N E N T S GOOD SHOTS AND REBOUND When your p layers p lay defense, they must get a hand in the shooter ’s face and YELL “Shot” every t ime that the o f fens ive team takes a shot . They must a lso fo l low th is verbal s tep wi th a phys ica l ac t ion: b lock ing out as i f the i r l i fe depends on pre-vent ing the o f fens ive team f rom get t ing the rebound. I want my teams to know and be l ieve that every ba l l in the a i r be longs to us . I t i s our basketba l l . Th is requi res p layers to be menta l ly and phys ica l ly tough. I t is a mat ter o f the wi l l .

YOUR MIND IS THE KEY TO YOUR BASKETBALL SUCCESS

by Fred Crowell - NBC Camp

Continua a pagina 3



WILLINGNESS TO LEARN IN ORDER TO IMPROVE by Marco Martiri Updating and preparation of the new year: this is the main course of this period where there are no games and champi-onships in progress. And Basketcoach.net didn’t want to miss this appointment organizing, together with Nbc Camp Italia, the first BasketcoachClinic on the 28th of June at the Casal-palocco Sports Center, where we were guests during the Nbc Camp week. We had three hours of an interesting exchange of views relative to issues regarding all the experts. Coach Marco Tamantini showed us a great number of drills, giving advice regarding the 10-11 years, starting from the sin-gle fundamental and going on until the game - for those kids moving forward from minibasket to basket. Then coach Roberto Castellano gave us numberless examples of great shooters, each with his peculiarity and his training schedule, giving suggestions for training the shooter, some general prin-ciples when training the shooter and some fundamental princi-ples in order not to lose the talent of out best players: 1 – do not change the player’s shooting technique if he is a good scorer but the shot is not technically orthodox; 2 – to become a good shooter, the most important issue is TO BELIEVE that the ball shall always go in, never lose your confidence; 3- the free throw is the most important shot, the player with a high free throw percentage is for sure a good shooter; 4 - You are born to be a shooter, you won’t become a shooter. Shooting should be trained individually, everybody has his method, but anyhow from this point of view the trainer must be a great mo-tivator. In the end, coach Fred Crowell confirmed that the most important shot is the free throw, as he says in his article on this number of the magazine – making real examples of how free throws can influence the result of a game. So this con-firms Castellano’s theory that to be a good shooter you must have confidence in your skills. But coach Crowell also talks exhaustively of the coach’s role, he should be the man who gives the guidelines to the team, he must give confidence to the whole environment, trying to be himself and not copying anybody, otherwise he will never convince his players. Then he gives us a sample of his basketball philosophy, by saying that he follows the “three” rule: three things are fundamental for every part of the game, and gives us some interesting ex-amples. You will find the analysis, with the complete reports, on this and on the next number of Basketcoach.net Magazine. This first proposal by Basketcoach.net is meant to be a mes-sage to all those who are following us since our birth: we are trying to give a continuous update to coaches and players, pieces of information to those who want to improve and know always better the game of basketball. We are looking for articles to include in the magazine and in the web site in order to improve communication among those who work in this sport, aiming at making a contribution for the improvement of all of us in the field of basketball: whoever wants to give his point of view with offensive plays, drills, pro-posals, can do it, by sending us a writing. Remember that, if the articles you send us will be published on the magazine, the author shall receive a reimbursement. Starting from Sep-tember we will have new collaborations and new projects both on the web site www.basketcoach.net and on the magazine, so you only have to join us and follow us every day, don’t for-get to make your contribution.

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BasketCoach.net Magazine, on-line magazine

Registration n. 24/2007 R.P. Tribunale di Perugia on May

21st, 2007

Publisher: Associazione Culturale Basketcoach.net

Director: Marco Martiri

Editorial Technical board: Marco Tamantini, Giuseppe

Benassi, Enrico Petrucci

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Sito: www.basketcoach.net



3) THE MOST IMPORTANT BAS-KETBALL RULE IS THE FOUL.

Th is t h i rd p r inc ip le i s based on the p rem ise tha t “ ru les d ic ta te behav io r . ” The “ ru les ” i n bas -k e tb a l l f av o r t h e o f f en s i ve p laye r . Mos t ru les a re de -s igned to c rea te oppor tun i t i es f o r t e a m s t o s c o r e b a s -ke ts . Hockey , go l f , and soccer honor t he low score . Baske tba l l p laye rs love to sco re hoops ; l o ts o f t hem. A g rea t examp le o f th i s d i s t i nc t ion be tween bas -ke tba l l and many o the r spor ts i s the f ree t h row. The f ree th row i s one o f t he few th ings in l i f e tha t i s abso lu te l y f ree . I n fac t , i f you ge t fou led in the ac t o f shoo t ing , you have the oppor tun i t y fo r two f ree sho ts ! I f t he de fense fou ls ten t imes in a ha l f , two f ree sho ts a re awarded fo r a l l f ou ls . Mak-ing t he f i r s t o f t he 1 + 1 be -comes c ruc ia l . Once aga in , th i s c ruc ia l aspec t o f the game i s de te rm ined by your men ta l toughness . The f ree t h row s ta t i s t i c dec ides the f i na l ou t come in one ou t o f fou r games . I f you wan t t o w in , y o u m u s t m a k e f r e e th rows . Each o f the th ree key losses l i s ted above were de -c ided a t the f ree th row l i ne . Back to t he co l l ege games d is -cussed ear l i e r . GONZAGA had 3 6 f r e e t h r o w o p p o r t u n i -t i es . They made 22 . Guard Derek Rav io made 12 fo r 12 . Th is means tha t the o the r p laye rs were 10 fo r 24 . Th is i s c lose to 40%! The Zags los t th i s key game a t t he f ree th row l i ne . COACH K ’S DUKE UNIVERSITY team los t fou r games in a row. In l osses to V i rg in ia and Nor th Caro l i na , Duke sho t a woe fu l 18 fo r 31 . 59 .9% a t the f ree th row l i ne i s a rec ipe fo r d i sas te r . More te l l i ng was the b ru ta l l oss t o a rch enemy Nor th Caro l i na . I n the f i r s t ha l f , Duke led t he Tar Hee ls 39 -34 . They we re a pe r fec t 9 f o r 9 f rom the char i t y l i ne . However , i n the second ha l f , t he B lue Dev i l s

sho t a d isma l 3 fo r 10 f rom the f ree t h row l i ne . Nor th Caro l i na was 14 o f 18 ; Duke 12 o f 19 fo r the game f rom the f ree t h row l i ne . The impor tance o f men ta l toughness in the fo rm o f f ree th row shoo t i ng i s obv ious ; w i th -ou t cons is ten t f ree t h row shoo t -i ng , teams l ose games . A recen t a r t i c le i n USA Today , Very Fou l Shoo t ing , recogn ized the necess i t y o f cons is ten t f ree th row shoo t ing . Th is a r t i c le made the fo l l ow ing s ta tement : “ the na t iona l champ ion Oregon S t a t e b a s e b a l l t e a m c o u l d p robab ly l i ve w i th a .333 ba t t i ng average over a fou r game s t re tch . The number i s k i l l i ng t h e B e a v e r ’ s b a s k e t b a l l t eam. ” OREGON STATE i s 25 fo r 75 on f ree th rows in fou r re -cen t games (a l l l osses ) , d rag -g ing i t s season convers ion ra te to 57 .6%. I f you don ’ t make more f ree th rows than your op -ponen ts , you a re l i ke l y to l ose the game. WHITWORTH COLLEGE leads the na t ion in f i e ld goa l pe rcen t -ages . Wh i twor th p laye rs make 53% o f the i r f i e ld goa ls . Bu t , i n the i r l oss aga ins t UPS, they on ly made 15 o f 25 f ree th row a t tempts ! Th ink abou t i t . F ie ld goa l a t tempts inc luded c lose ly

g u a r d e d t h r e e p o i n t sho ts . Wh i twor th makes 53 % in the d i f f i cu l t f i e ld goa l ca te -gory . Bu t when i t came to an u n c o n t e s t e d , F R E E S H O T , W h i t w o r t h m a d e o n l y 6 0 % aga ins t the Un ive rs i t y o f Puge t Sound ! I f t hey had on ly i nc reased th i s pe rcen tage by f i ve o r ten pe r -cen tage po in ts , they mos t l i ke l y wou ld have won the game. Fred Crowe l l has over 37 years o f coach ing exper ience . A t the age o f 23 he became the young-es t D iv i s i on I baske tba l l coach in the coun t r y a t the Un ive rs i t y o f A laska . I n 1971 , F red Cro -we l l began Nor thwes t Baske t -ba l l Camp. Over 30 years la te r , NBC Camps i s now loca ted in 19 d i f fe ren t c i t i es and opera tes in fou r coun t r ies .

Continua da pagina 1

Coach Fred Crowell



Short story of an experienced coach, who, after a number of years spent coaching senior teams, started training young players again – but not keeping in mind he was only a trainer. One day, I decided to build up a play against individual defense for my Under 16 team. As I had a quin-tet made up of guards and power forwards, without a single center, I thought that, starting from a “pass and screen”, with a ligning-up made of three exterior players and two interior players and with few essential rules (as in the enclosed diagrams), it would have been pos-sible to combine both the demand for teaching individual fundamen-tals and the teamwork in a wonder-ful way. As I was firmly convinced of my decision, I went for the first official game – we were going to play against a good opponent team, but I had confidence that we would do very well. As a matter of fact, the reality was very different, as the opponent’s coach simply played a good help and recover, with a lot of help in-side the 3-point line, and we were not able to play - there was no space as we were all one over the other. In spite of everything, we won the game in the end, but my players were discouraged and showed no confidence in this play, they men-tally rejected it – and this lack of confidence would also prevent them from playing a good defense. After that, every time we had a training session everybody got more and more nervous. We were not playing well, and I was not able to understand what was the prob-lem. I talked to my assistant coach sev-eral times, until once he asked me “are you sure our players are able to do what you are asking them to do?”, so I nervously answered

“Each of these players has been playing for at least six or seven years, I take it for granted that they are able to do it!”. But I immedi-ately realized that I didn’t feel com-fortable with “I take it for granted”, so starting from the following train-ing session, I began to work more analytically. I started with the movements without the ball, drop-ping one’s marker, receiving the ball, offensive position, 1 on 1; then I worked on screens: how to make them, how to use them correctly, the reading of the situations, the different kind of screens, the pick and roll, both from an offensive and defensive point of view. I had found the solution! My players were not able to carry out what I was asking them to do, either be-cause in their past as basketball players, they had never analyzed certain patterns, or because they were not used to read the situa-tions and find the best solution. Thus, I was coaching the group without training it from a technical point of view, and, even worse, I was not explaining the problem and looking for solutions. As a result, now we are surely play-ing a better basketball, we are more calm, convinced of what we are doing and motivated, but, most i m p o r t a n t , w e h a v e g r o w n “ t o g e t h e r ” , l e a r n i n g h o w t o “communicate”.

PLAYERS, NOT TOYS BY ANTONIO FORTELEONI - SAN RAFFAELE ROMA



In Italy the manager in charge of a basketball team is officially called “allenatore”, distinguished by different levels of qualification, even if, among the experts, the most used term is the American: coach. The coach’s tasks generally concern: The creation of offensive and defen-sive systems, in which each player feels sufficiently fulfilled and useful – systems that can be used to cope with any kind of tactical situation; the necessity to keep both each single person and the group motivated, in order to build a structure in which the components are cemented one to the other, aiming at a common goal. The coach is often also a trainer, that is, he aims at improving each player, working both on physical and physio-logical aspects and on technical and tactical qualities. Usually, these proc-esses go together, in a dynamic alter-nation of priorities. Even when we are working more as trainers, some prefer the term “coach” instead of “trainer”, as if the role of trainer were less im-portant or less dignified than the role of coach. The coach has always analyzed the capacity of each athlete to carry out physical and physiological work, and he is often engaged more specifically on the improvement of his physical characteristics, thus playing the role of a physical trainer. And he is a psychologist when dealing with issues regarding the athlete’s per-sonality, behaviour and existential problems. This list is definitely an extreme simpli-fication of the coach’s role and duties, and is not only in line with the context and the level of this presentation, but as a consequence identifies the simple role of the teacher as strictly linked to the more noble role of the educator. Anyhow, there is no doubt that the va-riety of the cultural contents of the coach’s different duties and the ability of possessing those contents does not depend at all on how we are, or how we want or have to be called. Generally speaking, the higher the context is, the more we have high spe-

cialization with relative separation of roles, but in any case the coach will be the manager. In mass basketball (very often) and in “poor” basketball (inexorably), as a consequence of the “Law of Neces-sity and/or Convenience” the coach should be, both as a privilege and as an obligation, eclectically polyhedric. Unfortunately, in spite of precarious-ness and poverty, we remark an in-crease of specialization (which is often not at a high level), almost only in tac-tics (meant as running of the game), but with a strong inclination to cloning when building offensive plays and in-stead with approximation (and some-times carelessness) in working on indi-vidual technique, with empiricism when dealing with physical work, giving up (or even worse, extemporizing) psy-chological issues, and rarely (luckily) entrusting willing (!) collaborators, usu-ally not specialized at all, with one or more duties (thinking about secondary duties?). With the exception, of course, of the one that does not recognize himself in this pessimistic picture. To make it easier, I shall use, without distinction, the term “coach”.

His role This figure is, generally, overshad-owed by the figure of the athlete, ex-cept when the situation demands for a person responsible for negative re-sults. These two aspects are not so nice from the coach’s point of view, but, overall, they are coherent and justified if we consider the environment and its organization, the economic and regulatory issues, and that it is obvi-ous that the athlete is the favourite figure, as he is the main actor of the game. However, the acceptance of this fact does not exclude a fair evaluation of the importance of the coach. The result is made by the players, a coach is a great coach if his players are great players, without great play-ers you will win nothing, these and other similar words are, usually, only either an expression of modesty (often false modesty), or a search for an alibi

(often claimed), or a spot of colour (usually, the colour of referees), or (sometimes) dangerous, restrictive or misleading beliefs. As a trainer, his task is categorically evident: without great trainers you will never have great players. As a physical trainer, his work on con-ditioning and strengthening is funda-mental, and is even more important when referring to young and very young players because we are not only dealing with sports, but with the children’s health. As the manager of the game, even only the managing of substitutions, because of the frequency and the number of the same, makes him the absolute protagonist. This circum-stance, plus the unlimited faculty to order offensive and defensive plays, can, sometimes, make the coach’s task exuberant (overcoaching), and in such a way the mistake might prevail over the right decision. As a motivator, whatever his duties may be, his task is a fundamental one. As a psychologist, the importance of his role is proved by the presence of this professional man in the staff of every single team (not only basketball teams) at a high level, and more and more often even at an average level, or even lower level (where it is possi-ble). To program, organize, manage, educate, create, psychoanalyze, im-prove, educate: with these responsi-bilities can the coach’s role be a sec-ondary role? When a manager, a player, or anybody else, states that the coach’s role is a secondary role, as a matter of fact he is proposing himself, not always unin-tentionally and innocently, for that role, even if only hypothetical, temporary or extemporary. In such circumstances, the strength of the decisions or the strong operational directness of orders, with relative di-rect consequences, are evidence of the real meaning of the coach’s privi-leges, which are not at all secondary or unimportant for our goal. (Extract from the book “28x15”, forthcoming)

THE COACH

BY LINO MEVI - FABIANI FORMIA



Examples of a number of training sessions dedicated to the development of strength during the pre-season In the micro cycles 2, 3, 4, 5, 6 and 7 (micro cycle 1 is dedicated to evaluation) the goal of our work is to look for the development of the Maximum Dynamic Strength and of power. The exercises shall be divided depending on what part of the body is involved (upper or lower limbs), with an alternation in four training sessions for each cycle. We will at first work most of all on Maximum Dynamic Strength, and afterwards more on power. The micro cycles 2-3 During the micro cycles 2-3 the training sessions are 4, distributed on Monday, Tuesday, Thursday and Friday. On Monday and Thursday we work on the upper limbs, while on Tuesday and Friday on the lower limbs. This gives the opportunity to match the work on power, on Monday and Thursday, with a tough work on the lower body, such as aero-bic power, by means of running with changes of rhythm. It is important to say that the organization adopted at present consists, in this phase, in working on general strenght and conditioning in the morning, and on specific conditioning with technical and tactical drills in the afternoon. On Tuesday and Friday the strenght training for the lower body is followed or preceded by running, in which the load is lighter compared to Monday and Thursday. On Wednesday we introduce a recovery day, working in the swimming pool, while on Saturday we either have a friendly match or active recovery in the swimming pool) On Sunday we either have passive rest or a friendly match. The choice of the exercises depends on the athlete’s individual characteristics: articular mobility, relationship between agonist and antagonist muscles, present or past injuries. Examples of training sessions (Monday and Thursday) The warm-up: we propose general exercises, such as rotations, pushes, arm and leg flexion, extension on different planes and using light overloads (2/3 kg handlebars, elastic bands), per a volume or work of 2-3x15-20 repetitions. These general exercises are followed by one or two warm-up series, made of 8-10 repetitions with increasing load, spe-cific for the exercise the athlete is going to carry out. The exercises we provide involve the same muscle groups both on Monday and Thursday. What is different, from one day to the other, is the load. Monday incline barbell bench press: 3x6RM (high load) 1 foot standing dumbbell row 2x8 (70% of 8RM) (medium load) Shoulder press: 3x6 RM (high load) Rope triceps pushdown: 2x8 (70% of 8RM) (medium load) Dumbbell biceps curl: 2x8 RM (high load) Abs: 3x20 (various executions, also on fit ball and with torsions of the body, standing and with cables) Thursday Lat pulldown: 3x6RM (high load) Dumbbell fitball press: 2x8 (70% of 8RM) (medium load) Dumbbell standing shoulder press: 2x8 (70% of (RM) (medium load) Triceps push down: 2x8 RM (high load) Barbbell biceps curl: 2x8 (70% of RM) (medium load) Back extension: 3x20 (various executions, also on fit ball). Stretching. At the end of the training session we provide stretching exercises for the various muscle groups we have been training.

(segue a pagina 8)

AN EXAMPLE OF PERIODIZATION IN TRAINING STRENGTH

IN BASKETBALL (2nd PART)

BY MARCO SIST, STRENGHT AND CONDITIONING COACH - AB LATINA, B1 MEN



(segue da pagina 7) Examples of training sessions (Tuesday and Friday)

The warm-up: exercises like one/two leg ¼ or ½ squat, or split squat or lunges, without using weights and in a condition of un-stable equilibrium on propioceptive board or using fit ball. The amount of work is approx. 2-3 series with 8-12 repetitions de-pending if the exercise is on one or two legs. The exercises may be followed by light short (3-5 min) aerobic activity, using a bike or other cardio device. The exercises we propose also in this case stimulate the same muscle groups in both days; it is the load that changes.

Tuesday

Front squat 3x6RM (high load) Dumbbell Lunge: 2x8 (80% 8RM) (medium load) Dumbbell standing calf raise: handlebars 2x15 RM (high load) Standing leg curl: 2x8 (80% 8RM) (medium load) Back extension: 3x15 (various executions, also on fit ball)

Friday

Step up 3x6 RM (high load) Dead lift 2x6 (70% 6 RM) (medium load) Standing calf raise: 2x15 (medium load) Standing leg curl 2x8RM (high load) Abs: 3x15 (various executions, also with fit ball and with torsion of the bust, standing and with cables) Micro cycles 4-5

In the micro cycles 4-5 power exercises are gradually introduced. The training sessions are still 4, on Monday, Tuesday, Thurs-day and Friday, with Monday and Thursday dedicated to upper body and Tuesday and Friday to lower body. On Wednesday and Saturday we still provide for recovery sessions or matches, while Sunday is still dedicated to passive re-covery or eventual other matches. Power exercises can be either combined with the Maximum Dynamic Strength exercises or, as in the following example, pro-vided in specific sessions. Examples of sessions Monday (Maximum Dynamic Strength, upper body) Incline barbell bench press: 4x6RM (high load) Lat pulldown: 4x6RM (high load) Shoulder press: 3x6 (70%RM) (medium load) Rope triceps push down: 2x8 (70% of 8RM) (medium load) Dumbbell biceps curl: 2x8RM (70% of 8RM) (medium load) Abs: 3x20 (various executions, also on fit ball and with torsion movements) Thursday (POWER, upper body) Lat pulldown (narrow grip):4-5x8-10 (40-50% of 1RM) Drop push-up+various throws of medicine ball 4x(4d.p.u.+4 throws) Catch and drop + throw of medicine ball 8x(1 c&d + 1 throw) Explosive sit ups with medicine ball 2-3x10 Tuesday (Maximum Dynamic Strength, lower body) Front squat 4x6RM (high load) Dumbbell lunge 2x8 (70% 8RM) (medium load) Dumbbell standing calf raise 3x12RM (high load) Standing leg curl 2x10 (70% 10RM) (medium load) Back extension : 3x20 (various executions, also on fit ball) Friday (POWER, lower body) Clean Rotations 4x6RM Push jerk 2x6 RM Box jump 4x8 Explosive sit ups with medicine ball 1-2x10-12 Micro cycles 6 and 7 have an organization in which the training sessions become only 3, as those of the in-season, and will thus be discussed when we shall analyze this phase. (End of second part)



I believe there is no more doubt that it is necessary to propose real situations during the training session. But be-sides the usual, technical/tactical ones, there are other, so to say, “material” situations, which are often neglected by coaches. Sorry for the tortuous start, and let’s get to the point. There are two situations that must have happened at least once in everybody’s career (the third, is when a player thinks he is winning by one, while he is losing, but let’s forget it!).

• The player does not go for a shot and continues to dribble until the 24 seconds are up, or, even worse, until the game is over, then he says innocently: “I didn’t realize it”.

• Fifth foul, or anyhow an important foul, followed by the typical reaction: “but nobody told me!”, perhaps get-ting angry at the bench.

Big and clear chronometers always to be looked at and the foul signalling are not just choreography… We must avoid that these situations become an alibi for the athletes and we get nervous about them because we lost a game. So, besides training how to go off the screens, how to double the low post, special inbounds, etc, we must train these special situations. I can not think any more about a training session without a chronometer, including the 24 seconds, and without respect-ing the rules of the game. For example, if a player crosses midcourt in more than 8 seconds perhaps because he is talk-ing to a team-mate about a defensive issue, he loses the ball; or he is pressed for 5 seconds with the ball in his hands and nobody gets free of his marker. In my opinion, this method brings forward another small advantage by proposing again the reality of the game, that is the managing of the seconds to go during the action: if during the training session we are pressed and we spend 7 seconds getting through midcourt, there will be 17 to go on the clock. If the first pass is covered and I must dribble to wing, I spend another 5 seconds; and if then, during the last 10 seconds, defense uses automatic switches, I will have to conclude the offense within the seconds left… I have to look at the clock. Following this logic, also when we play 5 vs 5 during the training session we must go with the clock and not with the scoring, no matter whether the game lasts 2, 4 or 10 minutes. To play with the scoring creates irritating situations, like looking for a 3-point shot by the team needing 3 points for victory, and the almost accordance of a 2-point goal by one team, so it can have the last offense, perhaps 10-all, playing at 11. Vice-verse, to be playing an offense with 35 sec-onds to go, and the score is 4-3 for the opponents, is a much tougher training than any game with the scoring. This is my opinion, of course. Same thing with regard to the fouls. Often during the scrimmage a player fouls the opponent but he pays no duty. After a certain number of personal fouls there must be a penalty: either there is a substitution, or there are free throws. Same thing with regard to team fouls: after 4, or any other fixed bonus… free throws. In order to carry out these two devices we need a chronometer – if we don’t have at our disposal the table-clock, we can use our watch – and somebody sitting at the table writing down the fouls – we often have players sitting on the bench with all sorts of trouble… As a paradox, not to realize that the time left for an attack or for winning a game has expired is not so different from be-ing late at a training session or at an appointment for an away game, and maybe we should start being less tolerant be-ginning with these things. The use of the time at our disposal and the penalty for a foul on an opponent are, if we think it over, also subjects of everyday life. All of us coaches should, in our small way, make sure that these topics are respected.

SMALL NEGLECTED DETAILS BY PIETRO CARLINI - SILVER BASKET PORTO TORRES

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1on1 defense on the Give and Go and help and recover from the weak side The basic drill provides for two lines at half court, one with the ball and the other one without the ball. The first player from the line with the ball passes to the first player of the other line and runs in the middle of the court, ready for defense, he receives the return pass and waits for the at-tacker to step in front of him. A third line is positioned under the basket and, when the 1 on 1 situa-tion has been set up at midcourt, the first player pops out in wing as sup-port on one of the two sides. (Diag.11)

The man with the ball passes to the support player and plays give and go, then he gets position against the defender in low post on the strong side. (Diag. 12)

The support player dribbles to the top of the key and the attacker pops out to receive the ball. The support player continues to dribble moving towards the other side of the court and the defender must adapt his defensive position opening himself to the ball. (Diag. 13)

The support player penetrates to-wards the baseline. The defender helps in front of the ball, before the support player enters the paint, and then recovers quickly on his oppo-nent, who in the meantime has moved either to the center or to the angle. When the attacker receives the ball, he plays 1 on 1 with a maxi-mum of 3 dribbles. (diag. 14) For the defense: Move from a closed defensive position denying the pass to an open position in the middle of the court. Help and run to recover when the support player stops drib-bling. It is important to say that the defensive action does not end with the help, but it is fundamental to work on recovering and on the de-fense on a shot or dribble. Defender should arrive with his knees bent with a two-foot stop with a perfect balance, ready to jump or slide rightwards or leftwards. 1on1 defense on the give and go and on the vertical screen

The set-up of the drill is like the previous one. After the give and go the attacker stays in the low post on the strong side and takes a stand against the defender. The support player passes the ball to the coach and moves downwards to set a screen, the attacker moves from the position back to the basket into the paint to keep the defender low and take good advantage of the screen changing direc-tion and speed. When he receives the ball he plays 1 on 1 using max 3 drib-bles. (Diag. 15) For the defense: try to deny the pass on the passing lane, move towards the ball when the support player passes to the coach, try do pass with the attacker on the screen, otherwise pass quickly over the screen and try to deny the passing lane. Run and slide.

10 HALF COURT DEFENSIVE DRILLS (2nd PART)

BY MARCO TAMANTINI - COACH OF JUNIOR TEAMS - FORTITUDO 1908 ROMA

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1on1 defense on the Give and Go and recover on the weak side The set-up of the drill is like the pre-vious one. After the Give and Go the attacker jumps out on the opposite side of the ball and receives the pass from the player in support. 1on1 using 3 dribbles. (Diag. 16-17) For the defense: Stay in a help posi-tion in the middle, slightly closer to the opponent. Occupy the passing lane to prevent an easy pass straight through. Indicate with the hands “man and ball”. “Jump” with the ball in order to arrive in defen-sive position in front of the attacker when he receives the ball. Consider the speed and the height of the pass trying to steal the pass.

1on1 defense on the Give and Go, pass from the weak to the strong side The set-up of the drill is like the pre-vious one. After the Give and Go the attacker steps out on the opposite side of the ball and the player in support dribbles to the top of the key. (Diag. 18-19) For the defense: play a help position on the weak side, on the line joining the two baskets, changing it quickly to a position of denying the pass on the strong side. Close the passing lane and move with the ball. In order to change the defensive position from help to denying the pass he moves with the interior foot, closer to the ball, one step forward. The attacker drops his marker and plays 1on1 with max 3 dribbles.

1on1 defense on the Give and Go, pass from weak to strong side, pick and roll The set-up of the drill is like the pre-vious one. After the Give and Go the attacker pops out on the opposite side of the ball and the player in support dribbles to the top of the key. (Diag. 20-21) For the defense: play a help position on the weak side, on the line joining the two baskets, changing it quickly to a position of denying the pass to the opponent, on the strong side. The player in support passes the ball and runs to set a pick and roll. For the defense: open and close on the weak and strong side, pass over the pick with the dribbler. 2. End



Starting from this number of our maga-zine we shall begin with a special sec-tion dedicated to clinics: you will find periodically the reports of these special events. In this first special section we shall dis-play the speeches of those coaches tak-ing part in the 1st BasketcoachClinic or-ganized on June 28th, 2007 in Rome, a collaboration between Basketcoach.net AND NBC Camp Italia. The speakers are coaches Marco Tamantini, Roberto Castellano and Fred Crowell. Shooters and surroundings by Roberto Castellano

Coach Castellano begins his speech talking about what he has done, and continues to do, to know better the best shooters: he watches them while they are training and he asks them how they became such great shooters and what they still do in order not to lose their qualities. Coach Castellano carries on saying that this kind of in-vestigation has provided that his ideas have been influenced a little by all these great champions, as he has de-rived something from everyone in or-der to establish and readjust his train-ing philosophy. From a technical point of view, you should not be too rigid when building shooting technique. Of course, if we are teaching young players how to shoot we must give them the correct technical instructions and the right corrections in order to give the correct movement to the shot; but if the player’s natural movement does not obey to the rules of perfect technique, but anyhow allows him to score a lot, we should not change his shot, but only adjust it. Otherwise we provide a mental problem to the player, and he loses confidence. What about Bodiroga, who shoots with his hands very close to each other – you can’t say if he’s shooting with one hand or the other – and with the ball right in front of his eyes? Do you re-member Claudio Malagoli and Mike

Silvester with their catapult-shot? This confirms that the technical issue is not the most important, as each shooter has his own style, but the secret of a great shooter is only one: TO BE-LIEVE THAT THE BALL WILL AL-WAYS GO IN THE BASKET. You must never be afraid of missing a shot, every shot you make you must be convinced that it will go in, TO BE AFRAID IS THE SHOOTER’S WORST ENEMY. An example of a fearless great shooter? When Banco di Roma won the Italian title, we were playing the semi-final vs. Cantù. After losing game 1 at home, we were playing game 2 and losing by one with 20 sec-onds to go. Enrico Gilardi and I were playing a good game, while Larry Wright had scored only 5 with a field goal percentage of 1 out of 18. Last attack, and coach Bianchini had ar-ranged for either Gilardi or me making the shot. Well, what happened? Time passes, Larry Wright dribbles until there are 5 seconds to go, beats Mar-zorati, jump shot and the ball goes in. Do I have to say anything more? A shooter is a player who never stands back, even after ten consecutive mis-takes he goes for another shot, and makes you win.

The free throw is the most important shot, the shot in which you must be-lieve the most. Il you score free throws you shall score also field goals. If you look at the great shooters’ scores, they are often full of free throws: per-haps, with 40 points scored you have 20/22 on free throws. Examples are Mario Boni and Enzo Esposito, great scorers of free throws and of big hauls (even without a technically perfect shot).

As we said that to be afraid is the shooter’s worst enemy, all shooting drills must have a challenge, there must always be something at stake: if you lose either you run, or you push-up, you buy a drink, etc. Coach Bian-chini used to offer money as a prize

for the shooting drills. In my contests, I put a bonus, that is, if the ball goes in without touching the ring, it’s worth double. In this way, the player is more concentrated on the movement of shooting and on the tra-jectory, which is another technically important issue: the ball must go in the from the top, we must avoid “straight” shots, with a low trajectory, they don’t “see” the basket; the more the ball comes from the top, the more it “sees” the basket.

As regards training, another question I put to the players I interviewed was: how much do you train yourself? Here, again, the most different answers. Drazen Petrovic, for sure the greatest ever European player, used to make even one thousand shots per day. When he was a schoolboy, this by now is history, he used to go to the gym with his brother at six o’clock in the morning, shoot for an hour and then go to school. Also before the European Cup Final against Caserta, Petrovic trained himself hard: he would shoot for an hour both before and after Caserta’s training session. As a result, 70 points the following day. Another player who would train himself a lot on shooting was Oscar, who used to ask junior players to get the rebounds for him and would make thousand of shots. Mario Boni, instead, told me that only when he was young he used to train himself with a big amount of shots, but it is a number of years he’s been working only on shooting under pres-sure, playing one on one. Claudio Malagoli had another charac-teristic: once he told me that one of his important issues was trying not to make a mistake during the warm-up. Brian Shaw, one of the best shooters in the NBA in the Nineties, told me he used to train himself with Larry Bird: contests of 50 three-point shots each, 100 dollars per game. After every con-test, strengthening, then another con-test, and so on.

SPECIAL SECTION: CLINIC (FIRST PART) THE REPORTS OF THE CLINICS WE ATTENDED

1st BASKETCOACHCLINIC ROME, JUNE 28th 2007 – A COLLABORATION BETWEEN BASKETCOACH.NET AND NBC CAMP ITALIA



This gives me the opportunity for saying that also the physical issue is important for shooting: a good starting point is to have legs and arms strengthened well. It is fundamental to work on the muscles which are directly involved in the move-ment of shooting: I often train the players also just against a resistance, that is a player simulates the shot and I make a resistance on the ball, so that he has to force the movement. Remember, after each strengthening session, always do a shooting session, in order to stretch out the muscles and get used to the touch of the ball and to the movement of shooting again.

Anyhow, remember these important is-sues: 1 – TO BELIEVE you shall score is the most important weapon of a shooter; 2 – You are born to be a shooter, you won’t become a shooter. The coach and his surroun-dings by Fred Crowell Coach Crowell introduced the sub-ject by saying that every coach ought to be himself and should not copy the other coaches. Besides that, you ought to know well yourself, if you want to be-come a coach, trying to follow two main directions: the first is to trust one’s abil ity and understand one’s weaknesses, trying always to be humble . The second direction is TO IMPROVE: always try to im-prove the situation, never feel ac-complished, always try to intro-duce innovations. A good help may be the possibil ity to speak to someone with more experience than you to whom you can ask for advice every time you need it. The coach must be the leader, he must be able to inspire confidence to those boys who lack confidence, he ought to have great confidence, otherwise the team won’t follow him any more. If I am losing by 20 points and I know I am weaker than the opponent, I must inspire great confidence, otherwise I will lose without struggling. Confidence is more important than technique. Also because if we are losing by 20, anyone is able to score, but if we are winning or losing by one

nobody wil l dare to shoot any more. We must always talk in a positive way to the players, motivating them one by one. If a coach trusts a player at the beginning of the year, he shall be a real player in June - if you don’t trust him, there shall be no improvement. Players can feel it if we are giving them from an emotional point of view. Once I had a very big boy, who for sure was playing the wrong sport, but I had to find the way to make him play. I asked him whether he had a favourite player: Barkley! he said. From there on he became Sir Charles to me, I changed his name. During the game, I told him: “Get that guy, spend four fouls on him and get two rebounds (it’s important to give goals!). In this way he gained confidence and was able to do what nobody would have expected him to do: score a field goal, apotheosis!. To give goals which can be achieved gives confidence to the player and allows him to perform at his utmost. We must get the best out of him. Our task is TO STIMULATE this, as the cowboy with his spurs. Another example: in my team I had a boy who used to be shouted at by his father: well, I would never shout at him, always talked to him softly. This confirms that every player is special, everybody must be dealt with in a different manner. In order to obtain confidence you must show you have clear ideas: each training session must be ex-tremely organized, if possible written on paper, especially for younger coaches (for those like me, with 40 years’ experience, you can some-times make an exception because we have everything in our head). An organized coach ought to know ex-actly what he wants from his players and he must make them understand it. Besides this, it is important to make them understand that it is a privilege to be part of the team, but this gives them no right to play. Out of the court we are all equal, but in the court things change, and the players must know it. I have the “3” rule: three is the per-

fect number. For example, three are the funda-mental drills to improve dribbling: 1 – Zig-zag drill, dribbling full-court, pushing against the defender with the free arm, and often switching hands while dribbling. 2 – Dribbling with 2 balls, series of 20 seconds 3 – Two dribbles forward, two back-wards, switch hands and direction and same thing on the other side, maximum speed: 3’ every day. 3 things we must respect when we go to the basket: - do not shoot under the basket in front of the rim but from the side of the basket after faking - always go for two points - look for the foul in order to shoot free throws As a matter of fact, as also Castel-lano has remarked, free throws are the most important thing of the game and the foul is the most important statistic to be looked for at the end of the game. As regards the shot in front of the rim, I don’t like lay-ups in traffic be-cause you often miss the shot due to a contact that the referee does not call because he can not say if the defender is pushing or the attacker has lost his balance. So, the rules suggest the behaviour, that is, I have to adapt the better I can to the rules in order to have bet-ter chances to win. In the end coach Crowell spoke about his offensive plays, which fol-low three fundamental rules: 1 – the number of the offensive play we call refers to the number of passes we have to make before making a shot, for example if we call 5 we shall make 5 passes before shooting. 2 – You can not receive the ball without setting a screen (either the player who goes off the screen or the player who rolls after the screen has been set). 3 – If you are without the ball you must move trying to make maximum use of space on the court in order to keep your defender busy. First part, follows on number 2



Offense vs Triangle and two” by Aleardo Giovannangelo - Olimpia Marino

(Diag. 2) If not solution 5 dribbles in play position, and 2 and 3, defended man to man, down screen for 1 and 4.

(Diag. 3) If 5 passes outside, he then downscreens, on the same side of the pass, for the player defended man to man, who pops out in point guard.

Offensive scheme for an outside shot, by Fabio Miconi - Albano

(Diag. 1) 1 in wing position passes to 2 in angle, cuts on screen of 5 and goes in play position. 4 replace 1 e riceive from 2.

4 passes to 1 and set tandem double screen with 5 for 2, who can receive for an outside shot .

Another solution: 1 can penetrate on the other side and: shoot, pass outsi-de to 2 or inside to 5, reading the de-fense.

Idea: Creating advantageous situa-tions for those players not defended man to man. (Diag. 1) Initial set 1-4 high with defense man to man on 2 and 3, who are in wing position. We look for the first solutions in order to go to the basket through a pass to the post, in this case 5. As soon as 5 receive high the other post comes down in low pivot on the side of the ball while 1 moves in the zone occu-pied bifore by 4. 5 can shoot, pass to 4 or 1 depending on the adaptations defensive .

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