Basketball Community Coach FUNdamentals 1 National Coach Certification

Basketball Community Coach - FUNdamentals 1

National Coach Certification Program (NCCP) 2

Clinic Overview • • • Introduction Child Centered Coaching Safety Break about 10: 30 Making Ethical Decisions Long Term Athlete Development Teaching Basketball Skills - classroom Lunch about 12: 30 Teaching Basketball Skills – gym Modified Games – gym Practice Planning Conclusion 5: 00 3

Introductions • Introductions – – Name Where do you coach What age & gender do you coach What basketball coaching &/or playing experience do you have. 4

What makes a good coach? • Pick a partner that you don’t know • Thinking of a coach that you admire, discuss why Behaviour Values Good Coach Characteristics Skills 5

Child Centered Coaching • Reasons Children Participate • Parent Expectations Knowing this will help you understand your role as a coach. 6

Reasons Children Participate • Pick a new partner that you don’t know • Talk about why you played sports as a child, list the top 4 reasons you played in column 1 of page 1 in coach workbook. Why you played sports Stop slide show & enter Then copy to next slide 7

Reasons Children Participate • Pick a new partner that you don’t know • Talk about why you played sports as a child Why you played sports Why do children play today 1. 2. 3. 4. To have fun To be with friends To learn new skills To be active. . . . 10. To Win 8

Reason Children Participate Why do children play today 1. To have fun 2. To be with friends 3. To learn new skills 4. To be active 10. To Win Things a coach can do 1. Give every child an opportunity to succeed and to feel good about themselves 2. Foster a sense of belonging among teammates 3. Focus on development of skills rather than just the game 4. Keep children involved in practices and competitions 10. Focus on development goals rather than winning 9

Legend Parents expectations 1 2 3 4 5 6 Make sport enjoyable Respect children as individuals Be a knowledgeable leader Be safety conscious Act in a mature and adult manner Be Fair 7 Respect rules and officials 8 Give equal opportunity for playing time 9 Plan activities effectively 10 Be approachable 11 Strive to win Source: Government of British Columbia, 1994. 10

Safety • Identifying risks • Reducing risks • Emergency preparedness 11

Safety Risks In pre task 3 you read the scenario First Practice and listed the risks Environmental Risks Factors related to the weather or its effects Equipment & Facilities Risks Factors related to the quality and operating conditions of the equipment and the facilities. Human Risks Human factors related to coaches include their training and experience, their supervision of the participants, as well as the decisions they make about situations in which they place the participants. Share the risks as they relate to the categories. There is room to record them on page 3 of the coach workbook. 12

Reducing Risk • Before the season • Before a practice or competition • During a practice or competition • After a practice or competition Share risks & identify how they can be reduced. 13

Emergency Action Plan • Have an Emergency Action Plan (EAP) prepared before you start practices. • EAP should be activated if: – – – Isn’t breathing Has no pulse Is bleeding profusely Has impaired consciousness Has injured the back, neck, or head Has a visible major trauma to a limb • Have a medical profile for each child completed by the parents prior to the first practice. Example on page 83 of coach toolbox. • Examples of EAP are on pages 34 & 35 of Reference Material or page 81 of coach toolbox. 14

Brain Injuries • Break into new groups of 2 or 3 • Complete the scavenge hunt on page 5 in the coach workbook. • Information is available in the Reference Material pages 36 -45 • First group done with the correct answers wins • Example of an EAP for a concussion on page 82 of the Coach Toolbox. 15

Making Ethical Decisions Coaches are faced with decisions that are not clear cut and have different conclusions. In this section we will: • Distinguish between ethical & legal decisions • Review the NCCP decision making process 16

Making Ethical Decisions 17

Ask the group if the scenario is legal or ethical Step 1 - Establish Facts • In your pre-task 4 you read the scenario Play or Not Play which is on page 6 of the coach workbook and listed the facts. Gather the Facts · What has happened? · Who is involved? · Who is affected by the decision or action and in what way? · What do all of the parties involved have to say about the situation (i. e. , what are all the sides of the story? ) · Has anything like this happened before and, if so, what was done and what were the consequences? Share the facts with the group. 18

Ask the group if the scenario is legal or ethical Step 2 - Legal or Ethical Decisions Legal Decisions • Child abuse – emotional or physical • Use of or condoning the use of illegal substances (narcotics, performance-enhancing drugs, alcohol, tobacco) • Harassment: sexual, verbal, or psychological • Sexual relations with a minor • Theft or malicious damage to property • Assault . If the situation is a legal one, contact authorities STOP No laws are being broken. If the situation is an ethical one, and does not have legal implications then try to resolve it. Is Play or Not Play a Legal or Ethical Decision 19

Step 3 – Identify Ethical Issues • Complete the activity on page 9 of the Coach Workbook. Only complete why it is relevant if you answered yes. • Determine the most significant issue. Which is the most significant issue? 20

Step 4 – Influences Consider what might influence how you see the situation • Different experience as a participant • Different experience as a coach • Different life experiences • Different education and training • Different cultural beliefs • Different religious beliefs Do any of these influence you in this situation? 21

Step 5 – Choice of Action Questions to consider Three options to consider • Is it possible to park the situation until emotions cool? • If appropriate, can you resolve the situation in an informal way? • Can/should others be involved in the decision? • Play • Don’t play • Modified/conditional play Go to page 11 of your coach workbook and identify 2 positive & 2 negative consequences of each option. Decide which option you would do Share your decision. Next step is to implement the decision and evaluate how it went. 22

Long Term Athlete Development Recreational Pathway Elite Pathway Development Foundation 23

Long Term Athlete Development Tactics - adjustments or a specific opponent Tactics Strategy - What is your team going to do? Strategy Early clock transition offence/defence Mid clock ½ court offense/defence Late clock Special situations Pressure/pressbreaks Decision Making Player specific – Who am I? Who is guarding me? Who is my teammate? Who is guarding my teammate? General – reading the offence/defence Technical Principles of play - concepts of play that are applied in the base games (1 on 1, 2 on 2, 3 on 3) Attacking/ defending the basket Space Penetration Passing & Cutting Rebounding Posting & sealing Screening Isolations Basketball Skills - basic building blocks of the game Stance FUNdamentals Footwork start / cut / stop /pivot Dribbling/ball handling Passing/Receiving Shooting/layups Fundamental Movement Skills - Foundation around which movement is based ABC’s – Agility, Balance, Coordination and Speed Running, Jumping, Catching & Throwing 24

Long Term Athlete Development Fundamentals – Movement Age 5 - 7 Fundamental – Games Age 8 -9 Technical 20 % - individual decision making Technical 20% - individual player 10% - multi-player Fundamenta 60% - Movement ls Skills 20% - Basketball Skills Fundament als 30% - movement To learn fundamental movement skills through basketball in a positive, inclusive and fun way 40% - basketball To learn the basic basketball skills through modified games while still emphasizing fundamental movement skills in a fun and inclusive environment. 25 Learn to Train Age 10 - 11 Strategy 10% basic offense / Technical defense 20% - multiplayer Fundamenta 30% - individual ls 20% movement 20% To learn basic basketball skills while introducing multiplayer concepts but still emphasizing fundamental movement in a fun inclusive environment.

Long Term Athlete Development • In pre-task assignment 5 you reviewed “Participants & Their Sport Needs” for your age group. • In pre-task assignment 6 you reviewed Development Characteristics. • Are there any questions? 26

Teaching Basketball Skills Preparation Know the key teaching points for the age that you are teaching. Loading Drills Don’t try to teach everything the first time through. Let the children try with basic skill. Explain Verbal description of the activity Feedback Information a child receive about their performance of a skill or activity. 27 Show what the activity should look like when preformed correctly. Watch that key teaching points are being done.

Teaching Basketball Skills Preparation Explain Know the key teaching points for the age that you are teaching. Verbal description of the activity Keep explanation short, only provide key points and let the children try. Make sure that you are facing all the children, speak so they can hear you and keep explanation simple. Show what the activity should look like when preformed correctly. If the skill needs to be broken down to teach then show the full skill then explain and show each step as you go. Example - layups Make sure that you are positioned that all the players can see you. 28

Teaching Basketball Skills Watch that key teaching points are being performed. Make sure you are moving around and watching everyone. • If there is a safety issue intervene immediately • If not on task intervene immediately and make sure they understand the task • If on task but not successful give time to practice skill. Use the 80/20 rule for intervention. Feedback Information a child receive about their performance of a skill or activity. Feedback must be positive • What are they doing correctly. • What they could try next time. Ineffective – stop sticking your elbow out. Effective – try keeping your elbow closer to your body. Ask leading questions to help child figure out what they could do different. 29 Loading Drills Don’t try to teach everything the first time through. Let the children try with basic skill. When the basic skill is developed load the drill to increase the development. This may be done immediately or at a future practice. Keep challenging children but don’t surpass their ability. If you can, split children up between coaches to meet their level.

Key Teaching Points Group Discussion • Shooting • Passing • Dribbling 30

Player Development Group Discussion • Universal or specialized players • Offense • Defense • Modifications to practice scrimmages. 31

Appropriate game rules Discuss appropriate game rules for the age of children being coached. Turn to page 17 of the Coach Workbook to record what you decide. • • • Number of players Type of defense Pressing Over and back Screens Shooting foul shots, bonus fouls Height of the basket Ball size Playing time Score Keeping 32

Practice coaching • Pick a partner that is coaching the same age division • Select 2 fundament skills that you will teach, list will be provided along with information and suggested drills. • Teach a skill and then chose a drill to support the skill, load your drill with one additional element. • One will be the head coach and one the assistant, change roles for the 2 nd fundamental. • Take about 15 minutes to plan what and how you will teach your skill & drill. • You will have 10 minutes to teach fundamental skill. • Feedback 33

Basketball Fundamentals • • Offensive concepts Footwork Ball Handling & Dribbling Passing & Receiving Shooting Layups Rebounding – 3 on 3 basketball – Playing without the ball – Playing with the ball • Defensive concepts – On ball defense – Off ball defense – Team defense 34

Putting it all together Parts of a practice • Introduction • Warmup • Middle • Cool down • Conclusion 35

Introduction • What kinds of things can you talk to the children about during the introduction? First practice Other practices 36

Warm up • General exercises or games to raise body temperature • Dynamic flexibility exercises 37

Main Part • Sequence three or more activities (depending on time and logistics) together in a progressive fashion • Use cooperative games whenever possible • Avoid elimination activities, because children who need the most practice get eliminated first (e. g. , if you lose the ball you’re out) • If parent assistants are available, set up stations to minimize downtime and line-ups • Aim to improve fundamental movement skills in children • Aim to improve appropriate fundamental basketball skills • Play modified mini games that allow everyone to participate 38

Cool down • Gradually decrease intensity • Follow with stretching 39

Conclusion • Give brief comments on what went well, what needs improving • End with a team cheer • Ensure that nobody is leaving feeling frustrated or in an aggressive mood 40

Practice Plans Work with someone from same age group & Organization • With Practice Plan – 1 st practice plan how would you modify it. • Without Practice Plan – Select a practice plan from the pre-task & make changes based on what we discussed today 41