parker.

qxd 26-07-2005 18:04 Pagina 1

FIBA ASSIST MAGAZINE FOR BASKETBALL ENTHUSIASTS EVERYWHERE JULY / AUGUST 2005
ASSIST15

alexandRE carlier
INSEP: THE SCHOOL OF FRENCH
MIKE KARNON
CHAMPIONS
RoyWilliams and C. B. McGrath
THE SECONDARY FASTBREAK
OF NORTH CAROLINA
ORGANIZATION AND
mindaunas balciunas
THE LITHUANIAN BASKETBALL
COACHES ASSOCIATION
MANAGEMENT OF THE
JOHN CLARK
MARKETING YOUR SPORT
FRANCHISE OUT-OF-SEASON
MACCABI TEL AVIV
Francesco Cuzzolin
Injury Prevention:
Drills on the Court
BASKETBALL CLUB
13_003.qxd 25-07-2005 12:55 Pagina 3

EDITORIAL

Where are
the next
Steve's and
Manu's?
As a Canadian citizen I am proud to see Steve chance to profit from that experience.
Nash winning the MVP award at the most compe-
titive professional basketball league in the world. The bases for all of this work are the coaches
As a representative of FIBA Americas in the FIBA education - how we are going to change our
Central Board, it filled me with joy to witness current coaching model to be more dynamic,
Emanuel "Manu" Ginobili winning a gold medal in evolving to a competency based model. The
Athens in 2004 and the NBA title in 2005. recent decision of the FIBA Central Board for a
coaches' regulation which could one day lead
There is so much talent in our region, and that is to higher standards and a licensing process is
not only coming from one of the strongest basket- a step in the right direction.
ball nations in the world - the United States of
America. The big stars give motivation and inspi- On an internal problem, I would like to see the
ration to many youngsters from the native coun- harmonization for Canada Basketball, the
tries of these stars, especially in the countries of Canadian Interuniversity Sport (CIS), Canadian
the Central and South American sub-zone. In light Association of Basketball Officials (CABO) and
of this, our primary goal should be to develop the Canadian institutions for better development of
programs for athletes aged between 14-19 and the sport. Unfortunately, there is still an
how they will be integrated into the national team ongoing disparity, which we should solve
programs. This is valid for my home country quickly.
Canada, but, at the same time, for the whole
region. Finally, I would like to plead for a stronger and
more efficient promotion of women's basket-
This summer we will see two world competitions ball. Surveys tell us that 50% of the active
in the youth categories and numerous youth basketball population is female. We should take
events on a continental level. The importance of a advantage of this fact and give women's
young player to compete on an international level basketball the help it needs on the marketing
is invaluable. This is where most of the talented side. I recently heard about the idea of FIBA
youngsters experience a huge boost in their Europe to declare 2006 as the 'Year for
player development. Women's Basketball', an initiative I would like
to applaud full heartedly.
I fully support FIBA's decision to have the FIBA
U19 World Championship every two years, as it Leslie Dal Cin
guarantees that every player generation has a Member of the FIBA Central Board
FIBA ASSIST MAGAZINE | 15 2005 | PAGE 03
13_004-005 22-07-2005 17:10 Pagina 4

TABLE OF CONTENTS

FIBA ASSIST MAGAZINE EDITORIAL

IS A PUBLICATION OF FIBA by Leslie Dal Cin 3
International Basketball Federation
8, CH. Blandonnet, 1214 Vernier/Geneva
Switzerland
Tel. +41-22-545.0000, Fax +41-22-545.0099
COACHES
www.fiba.com
e-mail: [email protected] FUNDAMENTALS AND YOUTH BASKETBALL
The Lost Art of the Jump Shot 6
IN COLLABORATION WITH Giganti-BT&M, by Ganon Baker
Cantelli Editore, Italy
PARTNER WABC (World Association
of Basketball Coaches), INSEP: The School of French Champions 10
Dusan Ivkovic President
EDITOR-IN-CHIEF by Alexandre Carlier
Giorgio Gandolfi
Editorial Office: Cantelli Editore, Socio-Psychological Aspects
V. Saliceto 22/E, 40013 Castel Maggiore
(BO), Italy, Tel. +39-051-6328811, of the Development of Young Players 14
Fax +39-051 6328815 by Dragan Kokovic
E-mail: [email protected]
THE MISSION OFFENSE
Our objective is to help basketball grow globally The Secondary Fastbreak of North Carolina 19
and improve in every aspect. Our goal is to pro- by Roy Williams and C. B. McGrath
duce a technical publication of the highest level,
but one that is easily understood and apprecia-
ted by everyone. An ample section of the maga- Playing by Concepts 24
zine is devoted to the coaches - more precisely, by Moncho Lopez
youth level coaches - because coaches compri-
se the largest part of our readership. Basketball
can improve only if every aspect of this sport deFENSE
improves and moves forward. For this reason Transition Game 28
the magazine is also devoted to topics of interest
for team executives, referees, doctors, conditio- by Gordon McLeod
ning coaches, trainers, and mini-basketball
instructors, as well as national Federations, Principles of the Man-to-Man Defense 32
FIBA Zones, Leagues and teams.
by Pino Sacripanti
The magazine is published 6 times per year.
FIBA, Cantelli Editore and the Editor-in-Chief are PSYCHOLOGY AND MOTIVATION
not responsible for the opinions expressed in the
articles. All rights reserved. Motivation and Psychological Preparation 35
The National Federation and their affiliates can by Konstantin Papazov
reproduce any part or all the magazine for their
internal use, but not sell any part or all of the
magazine to an external publisher without the NATIONAL COACHES ASSOCIATIONS
written permission of FIBA. The Lithuanian Basketball
All information in this publication is provided as
news matter only and is not to be used to viola- Coaches Association 37
te any local or national laws. by Mindaunas Balciunas
Printed in Italy.
HOOP MARKET
Copyright 2005 by FIBA. New Tools for Coaching Basketball 38
by Raffaele Imbrogno
ACKNOWLEDGEMENTS
We would like to thank the following persons:
Corrado de Belvis, Lisa Cavallini, Gerald
Couzens, and Raffaele Imbrogno; Fabrice
Canet of the French Federation, and
FFBB/Stadium for the photos of the article of
Alexandre Carlier; Grant Chapman,
2005 - 2006 FIBA CALENDAR
Communications Manager, Basketball New august 2005 17 - 21.08 FIBA Oceania Championship
Zealand, and Murray Richards, Sideline
Sports Photography, for the photos of the 04 - 09.08 Centrobasket U19 for Men in Waitakere,
article of Gordon McLeod.
Championship for Men in Wellington and Dunedin,
Santiago de los Caballeros, New Zealand*
AN INVITATION TO OUR READERS
No matter what the level of competition you are Dominican Republic 24 - 04.09 FIBA Americas Championship
concerned about, we invite you (coaches; FIBA
Zones, Federations, Leagues, and team executi- 04 - 09.08 Centrobasket U19 Championship for Men in Santo Domingo,
ves, referees, doctors, trainers, conditioning for Women in Santo Domingo, Dominican Republic*
coaches, minibasket instructors, journalists) to
send articles to us for publication. The article
must be no longer than 5/6,000 characters, spa-
Dominican Republic 24 - 28.08 FIBA Oceania Championship
ces included. If diagrams of plays, drills or sket- 05 - 14.08 U18 European Championship for for Women in Palmerston
ches are used, please limit them to 12 or less. All
manuscripts must be written in English, trans- Women in Budapest, Hungary North, Napier and Manakau,
mitted by e-mail or faxed to the Editorial Office
listed above. The manuscript will become pro- 05 - 14.08 FIBA U21 World New Zealand
perty of the Publisher and the author will auto-
matically be granted the rigths of publication, Championship for Men in
without asking any fee now or in the future. The
Editorial Staff will decide if and when articles Cordoba and Mar del september 2005
will be published. There is no guarantee that
manuscripts will be published, nor willl manus- Plata, Argentina 02 - 11.09 FIBA Europe Championship
cripts be returned. 15 - 24.08 FIBA Africa Championship for Women in Bursa, Izmir,
for Men in Alger, Algeria * Ankara, Turkey*

PAGE 04 | 15 2005 | FIBA ASSIST MAGAZINE

 13_004-005 22-07-2005 17:10 Pagina 5

REFEREES, SCORER’S TABLE MINI-BASKETBALL, SCHOOL

AND COMMISSIONERS GAMES AND ACTIVITIES
Basketball Statistics Manual 40 MINI-BASKETBALL
Mini-Basketball Drills 65
Right or Wrong? 45 by Inaki Refoyo

SPORT MARKETING AND LETTERS TO THE EDITOR 66

MANAGEMENT
EXECUTIVES AND MARKETING
Marketing Your Sport Franchise Out-of-Season 47
by John Clark

Organization and Management

of the Maccabi Tel Aviv Basketball Club 50
by Mike Karnon
HOW TO SUBSCRIBE:
FIBA RESEARCH AND STUDY CENTRE A one-year (6 issues) subscription to
Portable Backstop Units Gain in Popularity 55
FIBA Assist Magazine costs
Euro 40 (europe), and
by Walter Dejonghe euro 45 (outside europe)
to be payed in one of the following ways:
DOCTORS, CONDITIONING Payment with postal current account
n. 28300408 headed to Cantelli Editore
COACHES AND TRAINERS (Only for subscription from Italy)
Payment with banking transaction
DOCTORS c/o Cassa di Risparmio in Bologna
Body Composition and Vertical Jump ABI 06385 - CAB 36740 - c/c 07400012796S - CIN S
Performance in Junior Players 57 IBAN: IT73S063853674007400012796S
by Ivan Fattorini SWIFT: CRBOIT2BXXX
Payment with credit card connecting at the website
CONDITIONING COACHES www.shop.cantelli.net
Injury Prevention: Drills on the Court 59 Please, fill in the subscription form that you can find on fiba.com, and send it,
by Francesco Cuzzolin including the receipt, to:
BY MAIL: Cantelli Editore - Via Saliceto, 22/E - 40013 - Castel Maggiore
trainers (Bo) - Italy
The Functional Anatomy of the Foot and Ankle 63 BY FAX: ++39 051 6328816
by Walid El-Bermani
FOR INFORMATION: ++39 051 6328836
(from 9 am to 1 pm Central European Time)

p 08 - 16.09 FIBA Asia Championship for Men 08 - 19.11 FIBA Africa Championship for Women in
in Doha, Qatar* Nigeria*
14 - 18.09 FIBA Americas Championship for
Women in Ponce, Puerto Rico* december 2005
p 16 - 25.09 FIBA Europe Championship for Men 08 - 18.12 COCABA Championship for Men and Women
in Podgorica, Vrsac, Novi Sad, in Guatemala City, Guatemala
Belgrade, Serbia & Montenegro*
p 2006
october 2005 19.08 - 03.09 FIBA World Championship for Men in
, 11 - 16.10 2nd FIBA Women's World League Japan
Final Round in Samara, Russia 12 - 23.09 FIBA World Championship for Women in
12 - 16.10 South American U17 Championship Brazil
for Men in Piriapolis, Uruguay
* These championships qualify for the FIBA World
november 2005 Championships 2006 in Japan and Brazil
06 - 07.11 FIBA Africa Central Board in Abuja, Nigeria

FIBA ASSIST MAGAZINE | 15 2005 | PAGE 05

15_006_009.qxd 18-07-2005 16:24 Pagina 6

FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

The Lost Art of

by Ganon Baker
the Jump Shot
Ganon Baker, former assistant coach at
Hampton, Belmont Abbey, and Coastal
Carolina, and President of the "Shake n'Bake
Basketball Services", was also player-
coach of a team in Iceland. He teaches one-
on-one moves at camps and clinics all over
the US, and he was also invited to give cli-
nics in Australia and New Zealand. He pro-
duced five videos and DVDs on these moves
with Championship Productions.

With the recent third place finish in our

Olympic Games and through my travels, it
has become evident to me that shooting is
a third option on offense. Many players
from Jr High to the Pros would rather
"Flush"(Dunk) on someone or "break some
ankles" (crossover dribble on the defense)
than take the mid-range open jump shot.
1 2
In this article I will teach you how to cor-
rect your jumper and/or how to develop
one.

I. THE STANCE BEFORE YOU RECEIVE THE BALL

Be ready to score before you receive the ball
1. Drop hips, back straight.
2. 10 fingers to sky to show passer your
palms.
3. Always have "trigger foot" behind you,
ready to create energy on the catch
(photo 1).

II. SHOOTING STANCE

1. Feet, hips, shoulders all pointing at rim.
2. Hips dropped, back straight.
3. Ball placement with wrist and forearm
is the shape of "L".
4. Ball is placed somewhere between
shoulder and hip (I like to place it
parallel with my chest). Make sure it is
to the shooting side.
5. Ball is tucked where shooting elbow is
slightly behind your hips and behind
the ball.
6. Eyes on rim (photo 2).

III. THE RELEASE OF THE JUMPER

1. Keep ball to the shooting side.
2. Make release in one motion. 3 4
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FIBA EUROPE

3. Keep wrist and elbow under ball entire

motion.
4. Extend shooting arm through ball
(punch ball).
5. Keep guide hand still and elbow sligh-
tly flexed.
6. Release point should be above eyes
and shooting elbow is lifted up past
eyes, not out infront of eyes.
7. Fire feet (jump hard and firm).
8. Hold release until ball hits goal. All five
shooting fingers should be pointing
down to the ground (photo 3 and 4).

IV. DRILLS TO BUILD HABITS

1. Step Drill with and without the Ball
▼ Fire feet quick and violent into shoo-
ting position (photo 5 and 6).
5 6
2. Self Shots
▼ Shoot to yourself with and without ball.

7 8 9
▼ With ball you stay in same position
each rep.
▼ Don't move from spot, shoot ball from
one shooting side to other side of body,
catch with opposite hand (photo 7, 8, 9,
10, and 11).

3. Knee Shots
▼ Keep back straight and eyes on rim.
▼ This really strengthens your release
and helps you shoot in one motion
(photo 12, 13, and 14).

4. Chair Shots with and without Jumping

▼ Sit on edge of chair.
▼ Is just like knee shots.
▼ Add jump after form (photo 15, 16, 17,
18, and 19).

10 11 5. Form Shots
▼ Barely jump, work on total stance and
FIBA ASSIST MAGAZINE | 15 2005 | PAGE 07
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FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

12 13 14

15 16 17
release. Then do it with a hard or
"game" jump.
▼ Shots should be 3-5 feet away from
basket at the two post spots and top
of key.
▼ All swishes, all banks, all makes in a
row. All are different varieties of drills
(photo 20, 21, and 22).

6. Toss and Catch Drill

▼ Toss ball out with back spin.
▼ Plant a foot, come back to stance in
one motion, release a balanced shot
in one motion squared to rim.
▼ Make 7-8 shots in one minute at game
speed (photo 23, 24, 25, and 26).

This give you a foundation for your

jumpshot. You must practice everyday
with intensity and consistency.
It takes 17,000 repetitions to learn a
skill.
Get after it!
18 19
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15_006_009.qxd 18-07-2005 16:24 Pagina 9

20 21 22

23 24

25 26

FIBA ASSIST MAGAZINE | 15 2005 | PAGE 09

13_010_013.qxd 18-07-2005 16:26 Pagina 10

FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

INSEP: THE SCHOOL

by AlexandreCarlier
OF FRENCH
CHAMPIONS
Alexandre Carlier was a journalist who
worked for the French newspaper "But"
before joining the French Basketball
Federation in 2002.

Under the aegis of the French Basketball

Federation, through its National Technical
Department, the National Institute for Sport and
Physical Education (INSEP) has been home to
the Federal Basketball Center for more than
twenty years. A real catalyst for positive energy,
it brings together the country's best potential
young players in their high-level quest to form
the framework of future French national teams.
At the heart of the Vincennes forest in Paris,
INSEP has for years kept company with the
plantains, oak and chestnut trees. Yesterday, it
drew today's big names deep into this forest in
order to make them climb, one by one, the rungs
of the ladder to the legend of French sport. The
number 112 bus still drops off the nation's great
hopefuls at INSEP's doors, setting them down
on the launching ramp to success. This establi-
shment, placed under the supervision of the
Ministry for Youth and Sport, has been at the
service of high-level athletes since 1945. It offers
the French elite optimal conditions, enabling
them to combine their training with an education
at school, university, or professional level. On a
site covering 34 hectares, the athletes, who are
recruited through their sports federations, have
everything they need to achieve their goals at
the Center.
The basketball players first took up residence
in 1983. Their Federal Center is a body of the
National Technical Department and has been
nurturing champions for almost twenty years.
The latter decided to devote itself body and
soul to the training of young players by allowing
them not only to learn the basics of basketball,
but also to pursue their studies. The aim is
clear: to provide the framework of future
French national men's and women's teams.
The professional success of the members who
have passed through its doors and the excel-
lent success rate in the baccalauréat (approxi-
mately 90 percent) have encouraged the insti-
tution to maintain its course.

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13_010_013.qxd 18-07-2005 16:26 Pagina 11

The academic side of things, for that matter, it

not neglected. "It would be wrong to think that
being here necessarily means success." conce-
des Jean-Pierre de Vincenzi, National Technical
Director. "If the student doesn't make the grade,
then he leaves. At the Federal Center, he has
rights, for example. He benefits from free trai-
ning, but he also has responsibilities. He must
respect the rules and get good academic
results." The slot reserved for training is of the
same standard. For three to five hours a day, the
students wear out their shoes on the wooden
floors and practice their range of moves in order
to become professionals. No need to mention
that they must be at a physical peak to withstand
a course, which on average, lasts two years,
even longer if they so choose. "To succeed here,
you have to like pain and have great moral and
physical qualities," confirms Lucien Legrand, the
Center's Director. "You constantly have to try and
improve. The biggest reward is when one of our
former students comes and says, "Lucien, you
made my life hell, but you were right."
Everyone, who is close to the young athletes-
from the teachers to the coaches, to the doctors
and the cooks-is also dedicated to instilling
strong values in his young charges. Lucien
Legrand notes that he and his staff are respon-
sible for building respectable people, an essen-
tial asset in society. "It's a permanent educatio-
nal worry. It's our duty to equip a young man or
woman for life. We help them become responsi-
ble and we try to make them mature early."
The method of recruitment is well established.
Very frequently, the young player will be spotted
by a regional technical body during some inter-
league tournament or championship game. His
potential and natural qualities in the game ena-
ble him to take part in trials before, if he makes a
favourable impression, joining the federal struc-
ture. However, everything is still not perfect with
this system of detection. There are still some iso-
lated cases of leaders, hiding behind a certain
selfishness, who attempt to conceal their rare
pearls, not wanting to see them leave the club
they worship.
The majority of talented players are neverthe-
less tracked down and put forward for promo- profile of a player, who is increasingly pre- lopment. Leaving nothing to chance, the
tion. Sometimes, certain players, such as Olivier sent in modern basketball is obtained. It was young player, after having being discovered,
Gouez, who is just finishing his fourth season this observation that pushed Jean-Pierre de is closely supervised medically and benefits
under the Federal Basketball Center's banner, Vincenzi to launch operation "Extra Tall" in the from specifically assigned personnel. "This
are guided back towards the "straight and nar- men's and women's leagues throughout follow-up is important," clarifies Legrand. "We
row." Far away from basketball, his current coa- France. The aim of this project is to detect are, after all, talking about a child's health
ches made him understand that he had to jump potentially tall players at a very early stage here. We need to know if he can train hard.
at an unexpected opportunity in this sport. It has and help them to progress. "Our mission," After this, the individual follows a training
to be said that this young man does present a confirms Lucien Legrand, "is to find young plan adapted to his size. We attempt to turn
somewhat unusual profile, being no less than players who, in the future, will be at least 2.10 him into a skilled player capable of jumping
2.18 m tall. Reaching such heights is extremely m tall for the boys and 1.95 m for the girls. But and running, like Isabelle Fijalkowski (one of
rare in France. The basket, placed at 3.05 m, is this is like looking for a needle in a haystack. the best women's players in Europe), while
not within the reach of just anyone, hence the At that level, we just don't have the same using his height for rebounding. However,
strong development of a game based upon resources as, say, the former Yugoslavs." we're not looking for an overpowering giant.
swiftness and precision. The Center also has to make sure that this In short, we give the extra tall players capa-
When these two qualities come together, the height is not due to premature physical deve- bilities to become high-level players."
FIBA ASSIST MAGAZINE | 15 2005 | PAGE 11
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FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

As far as competition is concerned, the two

teams giving their all at the heart of INSEP, girls
and boys, cadettes and cadets, each play in the
National 1 league, the French Division III,
without the possibility of either relegation or
promotion, whatever their season result. The
boy's team often has trouble in maintaining its
sporting level and thus not in playing the joker it
holds by virtue of its educational purpose.
However, coach Richard Billant believes in his
group and forces it to give its best against adult
teams who are confirmed members of the third
national level.
The girls, on the other hand, practically play the
lead every year in what, for them, is the second
division. There is nothing above them, but the
women's league and its stars from
Valenciennes, Berry, or Tarbes. Of this current
generation, the girls' coach François Gomez sta-
tes, "I expect them to grow up more quickly than
normal girls and to behave like high-level
players. I want them to work on their faults to
correct them absolutely so that they can get as
close as possible to the French national A team
in two years' time. The girls learn a lot during an
increasingly structured National 1, where the
clubs are now entitled to one foreign player. This
is good for the level of the French Basketball
Center."
It is also interesting to work with players from
very different sporting backgrounds. Each sea-
son, male and female players, who have only
played at their regional level, arrive and get to
know their new partners. Many of them are
already European medal-holders in the category
at international level. The aims are obviously not
the same since they are mainly based on indivi-
dual performances. However, Richard Billant
likes to repeat this philosophy: "We have to
remind them that basketball is a team game
where you do nothing without the help of your
teammate. This is the only way to achieve great
things."
It logically follows that the category's "crème de
la crème," having taken refuge at the Federal
Center, are to be found forming the framework of
national youth teams during summer competi-
tions. Very widely recognised for their results
and their quality of play, the new junior and
cadet (boys and girls) teams go around collec-
ting trinkets. "The summer competitions are
necessary," acknowledges Lucien Legrand,
who is also coach of the French national cadet same way and come out of it extremely title gained in 2003 with the San Antonio
team. "It's important for our young players to well. Moreover, it is no longer surprising to Spurs, Parker returned to France in
measure themselves internationally. Our teams see former players from the Federal Center September and gave the current INSEP
always get good results, which demonstrates thank it and its staff for having made it pos- generation the chance to meet the stars
our value." sible for them to get where they are. from his team, such as Tim Duncan and
The reverse side of the medal is that the pre- The most obvious example is that of Tony Emanuel Ginobili. On their way to Paris for
season training is shortened and the start in the Parker. The former Paris Basket Racing an exhibition game against Memphis, the
National 1 is often slightly labored. One month, playmaker never misses a chance in inter- Spurs wanted to visit their French teamma-
perhaps more, separates them from the date views to mention the name of Lucien te's "high school." Says Lucien Legrand: "It
upon which games against their future oppo- Legrand or the special time he had at the makes people realize that he worked really
nents start again. But others have gone the Center. Following the NBA championship hard here to get there, just like Boris Diaw,

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13_010_013.qxd 18-07-2005 16:26 Pagina 13

the guard now playing with the Atlanta Hawks.

These are competitors, who didn't balk at the
task ahead, young men, who always wanted to
reach higher."
An exception in France, the Federal Center
quickly caught our neighbors' attention. "With
our results, it's normal that we be asked que-
stions about how we work," continues Jean-
Pierre de Vincenzi. "We are, in a way, the fore-
runners. But, we have to try and keep our
advantage while continuing to make progress."
There have been many "spies" lurking in the
undergrowth. The vultures have been out in
force too. There are a number of unscrupulous
people who are ready to make money out of the
future French basketball professionals.
In order to prevent this, the young players are
closely supervised at this level. "They are highly
sought after," Richard Billant is almost sorry to
say. "With some of them, it can go to their heads.
We have to be careful that it doesn't get to them,
which is why we talk to them a lot about it.
Planning certain aims is part of our work. It's
very important for their motivation." The National
Technical Department has also made this one of
its hobbyhorses. "The bane of sport today is the
business aspect," clarifies the French selector,
who won the silver medal at the Olympic Games
in Sydney in 2000. "You sometimes see agents
putting astounding things into young players'
heads. They have a destructive attitude and
disturb the players' education. We have to pro-
tect them from that."
In order to be of the greatest help to players lea-
vinga the federal structure, Patrick Beesley,
assistant coach to Claude Bergeaud, who
heads the rookies national team, has seen him-
self charged with the mission of following them
up. "It is the Federal Center's duty to ensure that
when they leave here everything goes as well
as possible," he explains. "My goal is to study all
the possibilities that they have as a result of their
level and their wishes. Each season, we inform
the Pro A and Pro B clubs which players will be
available at the end of the year and provide a
technical profile drawn up by the coaches, as
well as a statistics sheet. This step is also inten-
ded to reduce chaotic requests. In the end, it's
always the individual who decides. We just help
him to see things more clearly. We also encou-
rage him to go and spend a few days on site so
that he has a better idea of what awaits him."
Ever conscious of fulfilling its task to the best of
its ability, the institution is getting ready to
undergo a major change in the near future. The
juniors and cadets, both girls and boys, will be
brought together in Paris. The cadettes Center in
Toulouse has already ceased to be. Its members
will be joining INSEP's benches and, from now
on, they too will be taking the number 112 bus so
that the Federal Center's perpetual cycle never
comes to rest.

FIBA ASSIST MAGAZINE | 15 2004 | PAGE 13

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FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

SOCIO-PSYCHOLOGICAL
by Dragan Kokovic
ASPECTS OF THE
DEVELOPMENT
OF YOUNG PLAYERS
Dragan Kokovic is a Professor at the Genetic determinism proceeds from young player is very important to the
Department of Sociology, Faculty of heredity and, basically speaking, it basketball coach. If he doesn't take it
Philosophy in Novi Sad (Serbia and claims that many individual's manife- into account in his approach to the
Montenegro), and he is teaching at the stations are a matter of heredity and of player, it is very probable that there
Basketball Academy in Belgrade. He the things we inherited from our ance- will be misinterpretations regarding
is the author of several works on the stors (temper, character, tempera- the capability of realizing certain
sociology of culture, sport, education, ment). achievement-especially among young
and of religion, and a co-author of Psychological determinism claims that players-and that could have further
various university textbooks. the forms of behaviour of a young and serious consequences.
player are the result of what was done In the constant learning of the
Creating a player is a difficult and lon- to us by our parents. The education basketball technique, tactical
glasting process that, systematically and experience from childhood essen- variants of the court movement, the
speaking, may be presented with a tially predetermines the development psychology of training and learning is
cybernetic model of input (entry) into of the person and his character struc- also crucial. Many coaches, regar-
the training processes and output (exit), ture. If a player is afraid of being a ding young players do not know the
more concretely speaking, with the group leader, this is, among other staff, curved line of the achievements, and
creation of players with productive it is the result of the parents' educa- they should be familiar with it from
orientation. A young player takes from tion. their experience. A young player rela-
his surroundings, which includes cultu- A young player that feels very guilty tively quickly reaches a certain level
re, area, race, nation, stratum, class, when he makes a mistake, "remem- because he possesses great skills. If
family, and education. He is in great bers" the emotional scenario from the he stops suddenly, he doesn't go
measure determined by his life condi- time when he was vulnerable, sensiti- further. This is the sign that such a
tions and other conditioning processes. ve. and dependant. He can be influen- player reached the plateau, and rela-
There are three widely accepted con- ced by possible punishment when his tive stagnation occurs, or even a fall
ceptions, particular ones or in the com- emotions suffered, when he was rejec- and because of that he starts to feel
binations, that explain the conditions ted and underestimated, when he insecure.
and situational influences involved in compared himself to others, when he There are numerous cases where
the development of young players. didn't meet certain expectations. great talents, frustrated with not
Ambiental determinism basically says knowing such learning principles,
"Young players have to learn to respect that the individual's (player's) develop- became insecure and blocked in their
individual differences within their group, ment is under the influence of chiefs, further sports development.
to accept and to live together with their coaches, opponents, economic situa- Many young basketball players get
teammates that, in some cases, can tions, and state policy. reputations after early matches, and
belong to different social group, race, One should not forget that many young then get lost in the multitude of avera-
religion, ethnic group, country, or town. sportsmen come from countries that ge players. One could make a few
They have to respect the differences pays a lot of attention to sports, but teams of great players' potential out of
that appear while playing basketball there are always those ones that come them.
because some of them play better than from countries that pay no attention to If one had thought timely at this
others, some acquire certain skills sports. Top achievements of indivi- approach, if the way of approaching
quicker than others, and some are duals are the reflection of these these players had been more expert in
playing longer than others." various conditions but also of the self sports and more socio-psychological,
confidence, of the hard work perfor- many of these talents would have
(Jose Maria Buceta, former Spanish med in order to help oneself efficiently. become standard players in the per-
Women’s National Team Coach) Progress in the development of a manent lineup of their club and perha-
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ps of the national team, too. 1. Strength-It is wise to start strenght particularly for some sport, in this
For such a positive development, based training only after the beginning of case basketball, should be based on
on optimal learning, it is necessary to puberty because as a child natural- enhancing basic technical skills. In no
provide at least the minimum of emotio- ly matures, he depends on the other life period the approach to lear-
nal relaxation (not emotional devasta- growth of muscular mass. Before ning motorics is as easy as in the
tion!) and more pleasant atmosphere at this period, strength training will child's age.
training sessions ("joyful training"), harm more than be useful. Training with children should be plan-
especially during the technical trai- ned in such a way to be more diverse,
ning. When learning fine coordination 2. When talking about speed, the to comprise different technique skills
movements, like basketball techniques, basic speed will mostly depend on and to make it possible for the child to
spiritual relaxation is extremely impor- the individual predispositons found become conscious of general relations
tant, and it is crucial that there is no with "fast-" and slow-twitch muscle (For example: the ability to shoot after
convulsion. fibers. running and coming to a stop, attemp-
One should create an atmosphere of ting to shoot while standing still and
joy and happiness. When one gains 3. Training of endurance in child's age then jumping, as well as shooting right
and trains condition, everything is har- was considered some time ago to after receiveing a pass are all familiar
der, more tiring, more aggressive. be inefficient and not practical. variants that can be trained).
When one trains the tactics, then Nowdays, there is much evidence Each mentioned action that is perfor-
everything is more thought of, with a of a child's achievements in endu- med at the beginning rather unsucces-
distance and one learns in a step-by- rance (For example: participation in sfully, with lots of tries and errors,
step fashion. Some coaches realized 26-mile marathon races). becomes more perfect, more automatic
that the players' technique and work Nevertheless, it is obvious that the with regular exercise.
with the ball requires some sort of attitudes of whether to train kids in By automatic, I meant that a degree of
musicality, relaxation and joy. That's endurance may be done (For exam- body control at which one needn't
why they succeed. ple: could the extraordinary achie- concentrate on is carried out as part
If you want to train kids really well, you vements of children of that age in of the movement performance. It prac-
have to know something about their endurance be explained with spe- tically occurs by itself, because it's
development (corporeal, cognitive and cial predispositions and technical- "automatic".
soul development). Evolution phases of tactical instruction, related to the A great advantage of automatization is
the child should be known well in order high level of motivation). Research that an athlete can pay attention to
to adjust the training in the proper way. has shown that at least one thing is other tasks. For example, one can con-
On the contrary, there is a typical over- sure: a regular control of the pulse centrate on the opponent or teammate
burdening. This is no pleasure to anyo- in a long period cannot be used as only when one doesn't have to watch
ne, and children stop playing basket- an indicator of successful training the ball in dribbling and can pass it in
ball already when teenagers because of children in endurance because the right moment and in the right
of it. At that time, other activities, its frequency in children that are direction.
perhaps adventures too, other sports growing is slowing down-slowing For the automatization of the court
become more important than playing down, in that case, must not be movement it is very important that the
basketball. interpreted, as it is ordinary with same movements are constantly
If one analyzes more thoroughly the grown-ups, as an effect of all the repeated.
development of body motorics, one training. Neuromuscular activity will be optimal
could observe a precondition of the only with very frequent repetition of
psychomotoric development-move- 4. Mobility is very significant for certain elements.
ment development. First soft, cartilagi- basketball because it represents a Coaches should know that fine moto-
nous tissue in the process of ossifica- basic precondition for acquiring rics can be improved only if the body
tion becomes harder. At the same time, motorical skills in sports. It is clear has had a complete rest and recovery
with neuromuscular maturation, this is that reduction will occur if one doe- period. For example, this would mean
the precondition for the child to learn sn't train for years. that it is not very wise to do conditio-
to sit, stand, and walk. All these pro- ning training in the morning followed by
cesses are mainly the processes of 5. Skillfulness is related to the neuro- an exercise technique in the afternoon.
maturing that are related to nutrition muscular acitivity that optimally Automatization may be interupted if we
that has to be adjusted to the age. One regulates the processes of connec- become conscious of what we have
cannot almost influence these proces- tion and automatization of sports- learned. It happens the same was as it
ses and it would be unwisely to force motorical skills. Precisely, this skill- did to the story of the centipede.
them with too early exercises. Anytime fulness is the condition skill that can When asked by a turtle how it manages
you froce a child may cause develop- be trained most early because it to coordinate all hundred legs, the cen-
ment disorders and block the develop- perfectly suits the process of child's tipede thought for a moment about
ment processes that are supposed to psychomotorical development, for what it had never before had to think of
happen. which constant acquiring of new and at the next moment it could not
Regarding the training condition in motorical skills is characteristic. move its numerous legs forward in the
child's age, certain factors must be right rhythm.
taken into account: strength, speed, There's a special rule in the training of Perception is very significant in every
endurance, mobility, and skillfulness. children: The focus of their teaching, sport. It is not by chance that: "what is

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FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

the perception like, such will be the floor, the player must assess in There are players that should be pre-
reception". Perceptive truth differs advance what "extraordinary" direc- pared early. The coach should get
from construed truth. In sports, it is tion a ball could get. For example, he them ready for the match that is
necessary to learn perceptive logics has to apply according to this his going to be played, in seven days, for
and "tools" for widening and changing own running direction and prepare example.
of perception. Experience acquired in the change of direction by replacing On the other hand, some players
the early days helps athletes to per- his own balance (similar problems become too tense if motivated for too
ceive. The experience makes foretel- ocur when the floor is slippery and long. The less preoccupied they are
ling possible. For example, it lets the when the ball starts to behave untipi- with their performance and tasks
experience make decisions according cally, and the players more cautiou- before the match, the less burdened
to few parameters and information. sly). they are at the start of the game.
Perceptive expectation may help An individual organizes perception on Coaches can learn a lot about motiva-
sometimes to percieve quicker what his own and does it by choosing parti- tion. It is not enough to rely only on
we expect and in that way to react cular sense stimuli. our feelings. If it were correct that
quickly and adequately. But there may On the basis of collected data already enhanced motivation was a guarantee
be some confusion, most often when available by childhood, structures are for success, why then do coaches
something we haven't hoped for created to which any other perception speak to the players and tell them to
appears (surprise factor in sports). is added. Only those stimuli that we pull themselves together, calm down,
That is the time to react to this unex- can integrate in the familiar sample, and relax. It is always necessary to
pected stimulus longer than if we can be maintained and changed. take into account the particularities of
didn't expect anything at all. With every additional, new experience the sport and motorical forms (some
The basis of sports training consists of the sample changes and widens, and motorical exercises are more complex
diferentiation of movements and their becomes more individual and differen- than others).
coordination with visual perception. tiated-under the hypothesis that in Excessive motivation can be counter-
The perception development consists adults there are constantly new volun- productive in those sports whose cha-
of space and time experience. tary experiences, and naturally also racteristics are complex, clear, and
These experiences depend on such that are against our will. Thus, entail controlled coordination-basket-
whether they are contentful or not. having finished the basketball match ball is an example of this.
For example, time at the match pas- there are many versions of what was Apart from the motive, there are
ses quickly, while it may seem to us experienced. The fact that spectators needs that can also be incentives of
that the coach's lecture lasts too belong to or are supporters of diffe- human behavior.
long, like eternity. Something similar rent clubs can change the perception The meaning of concepts "motive"
could be said about the last minutes of the same match. and "need" are partially the same, and
(seconds) of the basketball game that Motivating young players represents in ordinary, colloquial speech there is
often seem infinite to the coach, mostly positive motivation that gives almost no difference. However, when
players and spectators in a closely strength (instead of a "motive," the meeting needs, state of shortage, that
contested game. word "incentive" is sometimes used). occured in organism (hunger, thirst)
The assessment of distance is crucial The significance of motivation in or in the individual's mind-for exam-
in further development of perception. instruction of young players is huge. It ple, the need for social recognition-is
During the development, the distance is well-known that an individual, canceled.
assessment becomes more realistic. although he perfoms something well, There are primary and secondary
Pre-school children that handle the may do it even better. needs, primary and secondary motiva-
ball variously assess and perceive the The difference between a successful tion. When the basketball player that
distance; kids catch the ball when it and less successful coach is in taking has a primary motivation enters the
rolls in front of their feet or when they into account the motivation and know- game, he becomes active because he
step forward. ledge about it. likes basketball. However, the secon-
Pre-school children at shorter distan- Motivating players must be individual dary motivated player will not engage
ce manage much better to assess the or in smaller groups. In additon, the because of the emotional or material
speed of the ball and its trajectory. motivation must begin on time. prize he expects. (Some coaches moti-
With years, the experience increases However, enhanced motivation does vate their players by making it clear to
and young players are capable to not help some athletes-it often harms them what kind of prize they can
exactly adjust in time the way they them. Excessive insisting may be expect in the case of victory. Some do
have to cross with the ball trajectory. counterproductive. it in such a way by sticking money on
It has been noted that, although Coaches sometimes with great enthu- the wall of the dressing room).
these experiences are getting more siasm stimulate the players using unu- If there is no communication, motivation
automatized, they can, if the factors sual forms (One athelte at the recent won't be possible. These are two areas
of surroundings change, lead to Olympic Games in Greece, for exam- that are very tightly connected. It's the
defeat. For example, it is crucial for ple, was motivated by listening to the matter of what to say, when to do it, and
the player to understand and reco- epic fiddle poems). of course who is going to tell it.
gnize in a timely fashion whether the Coaches are making a mistake when When it comes to motivation, the
ball that flies toward him is "cut" or they apply the same strategy of motiva- damage that can be created because
not. If it is very "cut" and if a player tion to all the team members; many don't of the wrong approach mustn't be
cannot catch it before it falls on the realize that they are making an error. underestimated.
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Many coaches cannot communicate Coaches have a positive influence if vanity, and multitude of the guilty ones.
because they don't knowhow to listen they do not behave in this way and if Defeat is considered to be a natural
(they are not from a culture of listening). they apply the following strategies: disaster and no one gets ready for it.
Selfconsciousness in others may be Metaphorically speaking "defeat is the
developed only by a person that is self- ▼ Clearly and precisely define the victory that we are deprived of" (cor-
conscious. objectives that players have to ruption, referee, mass interference,
A young player can be infected with achieve. violation of rules, etc.). Rejecting to
enthusiasm only by an enthusiastic give legitimacy to the concept of
man (only a delighted man can delight). ▼ Help players achieving the objecti- defeat, leads us often to the situation
Aggresion (we think of aggression ves and point out their good work. to lie ourselves. Perhaps the whole
within rules) can be transmitted only culture of one nation is reflected in the
by an aggressive person. A coach has ▼ Select the practice sessions that culture of defeat, and our culture
to experience himself exactly what he are related to sports skills and to keeps sports at distance. Without cul-
wants his staff to teach. There's the pay attention to them. ture of defeat one stays without cultu-
danger with this because one may re of victory.
think one knows everything the best ▼ Correct each player in a construc- Coaches should teach a young player
and thus he doesn't have to listen but tive way by showing him what he is that defeat does not represent him as
only speak. If the players say two or doing wrong while making it possi- a person and that it is transitory.
three sentences, the coach knows in ble for them to realize the error. Defeat can be shown as a wonderful
advance what he should say. The Offer him the possibility to correct opportunity to learn something we
players' speech becomes boring to him himself." couldn't learn under other circum-
and the conversation often ends with stances. Losing means being a man,
an imperative phrase, "shorten the (Jose Maria Buceta, former Spanish but we are all humans. It is important
speech". Women’s National Team Coach) to find out whether we lost because of
The coach may have the right, but he the reasons we could control, or
will not convince the players. Young players that attracted early because of the reasons we couldn't
A player, especially a young man, feels attention and publicity because of the control.
unaccepted; roots of acceptance and skills now have to face high expec-
feeling are extremely important for a taions from clubs. Unfortunately, too "You should invest whole strength in
young player, and this is the very obli- many are not able to live up to the what you want to achieve, but never
gation of the coach. However, the expectations. when it is obvious that it will be use-
coach wouldn't be able to do it unless This occurs because not enough time less".
he knows how to listen. has been allowed for learning and
This is a great weakness of the coach, maturing. Optimum levels of motivation Limited psychological energy must be
and of the professor in school as well; are needed to help this player achieve directed not at the feeling of depres-
having always been right for years in his potential. sion, but in constructive purposes.
the classroom, they treat their children Every player with whom a coach con-
at home in the same way-they always tacts provides from particular social "Defeat makes you miserable, rejec-
have to be right. surroundings within which there are ted and helpless. On the other hand,
specific communication structures. you can take it as a challenge to the
"The relation between a coach and Children learn through specific cha- temptation of our own force and skill
young players may have a decisive racteristics of communication structu- to manage in difficult circumstances,
influence on the opinion that a player res that prevail in their families. impetus to get to know yourself, to
has about himself and on his self con- Out of a young player a successful per- replace your priorities and to think of
fidence. Thus the coach's behavior son should be created. what to do further and how to go on in
towards his players is extremely Defeat plays an important role, as well. future. Defeat helps to precisely
important. For example: A coach may A player that wants to become succes- determine the directon of progress in
have a negative influence if he insults sful has to possess the following quali- your own life segment. No matter how
his players ("Are you crazy?"); if he ties: direction, understanding, coura- unpleasant it is, nevertheless it helps
underestimates his players ("Why are ge, scrupules, respect, self confidence you to understand better where you
you always making a fool of your- and self acceptance. are and in which direction you want to
self?"); if he ridicules them in front of The picture and mechanism of defeat go. If you get the message from
their teammates ("Kid, the basket is are related to frustrations (hopeles- defeat, then it was not
not on the other side of the street!"); if sness, feeling unworthy), aggression worthless...every difficulty should be
he scorns them without any explana- (wrongly directed), insecurity, loneli- considered to be the challenge, test
tion or without a possibility to correct ness (lack of "unity with oneself"), hesi- of strength, opportunity to develop. If
themselves later ("You are never doing tation, resistane, and emptiness. you look in such a way at the happe-
this right! You're making mistakes all Selfconsciousness of a young player is nings, then you are the winner in
the time."); or if he uses the words that built also with the culture of defeat. every situation."
compare player's sports values with Culture of defeat or more narrowly (Terry Orlick, Sport Psychologist)
his human qualities ("You are not said, sports defeat, is one of the darke-
doing anything right, because you are st places of our sports consciousness. Life is constant adjustment. The more
just lazy! "). This is the place of conspiracies, you adjust, the healthier you will be.

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FIBA EUROPE
COACHES - OFFENSE

THE SECONDARY
by Roy Williams

FASTBREAK OF
by C.B. McGrath
NORTH CAROLINA
Roy Williams in one of the best college
coaches in the United States. He was the
assistant coach of Dean Smith at the
University of North Carolina from 1978 to
1988, and then head coach of the
University of Kansas, where he reached
the NCAA Final Four four times, moving to
the NCAA final in 2003. He was named
Coach of the Year four times. For the past
two seasons he has coached the
University of North Carolina, winning the
NCAA title in the 2004-05 season. He was
assistant coach of the US National Team
at the University Games in Germany, and
held the same post at the 2004 Olympic
Games.

C. B. McGrath has been with Roy

Williams during his basketball career,
first as a player, and then as a coach. He
was assistant coach at Kansas for four
years and for the past two years he has
been the assistant at the University of
North Carolina.

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FIBA EUROPE
COACHES - OFFENSE

Our team was comprised of very fast

players. All of them, and that includes
the big men, were able to run a fast-
break. For this reason, we based our
offense on the primary and secondary
fastbreak. This allowed us to have the
most prolific offense in the NCAA this
year (89.3 points scored per game, 33
wins and 4 losses), helping us win the
D.1
NCAA title.
D.5
Our goal is to move the ball on offense as
quickly as possible, scoring a basket with
our primary fastbreak.
However, if two or more defenders reco-
ver, we then play a secondary fastbreak
that we use with every ball possession,
including after all missed shots or after a
basket has been made by the opponent.

There are two fastbreak situations that we

D.6 are going to describe:

▼ Regular secondary fastbreak

▼ Dribbling secondary fastbreak

REGULAR SECONDARY FASTBREAK

After the opponent scores a basket, 4, the
big forward, takes the ball out-of-bounds
and passes to 1, the point guard, while 2
and 3, the guard and the small forward, run
near the sidelines. 5, the post, runs on the
central lane of the court and goes under
the basket in the low-post position on the
ball side. 4, who rebounded or made the
D.2 out-of-bound pass, is the trailer. He runs
the central lane and stops out near the
three-point line (diagr. 1).

1 quickly goes on offense and can dribble

on either side of the court (the right side in
this example). If his teammate on the wing,
2 in this case, is not guarded, 1 passes the
ball to him, or he can pass to 4, the trailer.
4 tries to play high-low with 5, the post. If
this solution is not possible, 4 reverses the
ball and passes to 3, the wing on the
D.3

NAME HEIGHT POSITION

Starting Five
Raymond Felton m.1,85 Guard
Jackie Manuel m.1,96 Guard/forward
Sean May m.2,05 Center/forward
Rashad McCants m.1,93 Guard/forward
Jawad Williams m.2,05 Forward

Top Reserves
D.4 Melvin Scott m.1,85 Guard
Marvin Williams m.2,04 Forward
David Noel m.1,98 Guard/forward
Quentin Thomas m.1,90 Guard
Reyshawn Terry m.2,02 Forward

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D.7 D.11

D.12

D.8 D.13

D.9

D.10

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FIBA EUROPE
COACHES - OFFENSE

the central lane to go under the basket, in

a low-post position on the ball side, while
4 is the trailer and sets himself up out at
the three-point line, in the middle of the
half court. In this fastbreak, 1 starts to
weakside. With the pass from 4 to 3 (diagr. dribble laterally (on the right side of the
2), 5 cuts to the lane and goes in a low court, in this example), and then dribbles
post position on the other side of the diagonally to get to the opposite side
court: 5 is always our first option for the (diagr. 6 and 7).
secondary fastbreak.
3, this time, is at the corner, and 2 is on the
When the ball arrives to 3 and 3 cannot wing. 1 tries to pass the ball to 4, but, in this
pass it to 5, 2, the player on the wing, fakes case, the defense overplays the pass and
to cut into the lane and then comes high for keeps the ball from being reversed. 4 then
a back screen, out of the lane, for 4. 3 tries makes a screen on the ball for 1, who drib-
to make a lob pass to 4 and, if he cannot do bles to the opposite side. At the same time,
it, 3 passes to 2, who, after the backscreen, 5 cuts into the lane to go to the low post
is open (diagr. 3). position on the other side (diagr. 8).

If 4 does not receive the ball on the lob 1 tries to pass to 5 cutting into the lane,
pass, he continues his cut to the lane and while 3 fakes to cut into the lane and then
makes a screen for the low post 5. 5 uses makes a back screen for 4, who cuts to the
the screen of 4 on the low side of the basket and tries to receive a lob pass from
screen. 2 can pass to 5 or to 4, who is open, 1. If 4 does not receive the pass, he goes to
after the screen (diagr. 4). If it is not possi- the low-post position on the same side of
ble to pass the ball into the lane, 2 passes the screen (diagr. 9).
to any of his teammates who are not guar-
ded on the perimeter. This starts our motion After the screen, 3 pops out, receives the
offense (diagr. 5). ball, and dribbles to the wing, while 5
comes to the high-post position in the free
DRIBBLING SECONDARY FASTBREAK throw area. 3 tries to pass the ball to 4 in
The fastbreak starts after a basket is sco- the low post (diagr. 10).
red by the opponent or after a defensive
rebound. 4 takes the ball to inbound it or, if On this movement, 1 screens for 2, who
he rebounds, passes to 1, 2. or 3, who run comes high (diagr. 11). If there is no solu-
on the lanes near the sidelines. 5 runs on tion, we start our motion offense.

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SECONDARY FASTBREAK WITH

A REVERSE PASS
Starting from the dribbling secondary fast-
break (see diagr. 6 and 7), 1 passes to 4 and
4 tries to pass to 2. However, in this parti-
cular case, 2 cannot receive the ball
because he is overplayed, so 4 passes
back the ball to 1 (diagr. 12).

3, who had faked a cut into the lane, D.14

comes high and makes a screen for 4, who
goes in a low-post position. 5 does not fol-
low the ball as he did in the previous play
(diagr. 13).

1 tries to pass directly to 4 on the cut or

when he is in the low-post position, while
3, after the screen, goes to the corner on
the other side (diagr. 14).

5 comes high to the free-throw area, while

2 screens for 3 (diagr. 15). D.15

1 tries to pass to 5 in the free-throw area,

and 5 can pass to 4 in a low-post position,
or to 3, who came out from the screen of 2
(diagr. 16).

D.16

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FIBA EUROPE
COACHES - OFFENSE

PLAYING
by Moncho Lopez

BY CONCEPTS D.1

Moncho Lopez coached Gijon (Spain) from 1998 replace the playmaker. The center on the
to 2002, then he was assistant coach of the other side of the court comes to the high-
Spanish National Team at the FIBA World post position (diagr. 2). This is the option I
Championship in Indianapolis. In 2002 he beca- prefer, but 4 has to be a very good shooter.
me head coach, winning the silver medal at the
2003 FIBA European Championship. He now is Starting option with a pass inside
the head coach of Leche Rio Breogan Lugo. ▼ We put a player in the medium post position;
he does not have to be the center (diagr. 3).
The problem a coach faces is how to have the ▼ The passer has three options: pass and cut,
players take advantage of the offensive plays. pass and pick, pass and go away (diagr. 4).
They do not play based on the reaction of a cer- ▼ The "pass and cut" option is maybe the worst D.2
tain move of the defense, but more on a whim of one, because the position of the two posts
the offensive player. I agree that a team should creates a lack of space for the cutter to take
have a particular set offensive philosophy. advantage of the situation.
Nonetheless, I prefer to adopt a base that uses ▼ I prefer the "pass and go away" concept. We
easy or complex concepts, chosen by the coach want to clear out the lane, so the other center
and adapted to the individual skills of his players comes high: he can decide to play in a high-
and the structure of the team. I call this philo- post position or go outside of the three-point
sophy "offensive basic play by concepts". When line (diagr. 5). We can also use an alignment
a coach chooses one, a very important factor is with four perimeter players and cheat with
the team's talent level: simple concepts for the defense for a possible pass to 5.
players with low technical levels, higher and ▼ The "pass and pick": This is used to distract
more structured concepts for a team with supe- the defense, but, especially, as a tactic to D.3
rior technical-tactical skills. My experience has leave 4 unguarded, so he can be a threat
been to apply easy concepts. This is useful for under the basket. He should be positioned
developing individual fundamentals and game facing the basket (diagr. 6).
comprehension. I want this basic play to be ▼ Backscreen: We use this screen in all the
dominant in all stages of the offensive sets: fast- situations when the center on the other side
break, transition, and the halfcourt game. The dif- comes high. He does this before the move of
ferent offensive plays are optimized, thanks to the perimeter players in the middle of the
the use of these offensive concepts. Finally, our court, even if the playmaker waits to decide
goal is to create different shooting possibilities, where to make the entry pass (diagr. 7).
using the various offensive team movements.
B) BALL INSIDE
A) INSIDE GAME Rules for movement without the ball D.4
The first goal is to use a player at the medium ▼ Cheating on the strong side: the passer
post as the receiver. The player chosen will be an moves where he can be an offensive threat
offensive point of reference and all the plays will and receive a pass and shoot (diagr. 8).
start from him and will be developed using the ▼ Cheating on the helpside: The center deci-
game concepts previously decided upon. des to go outside or to cut to the basket. If he
is a shooter or not, or by the defensive reac-
Free game to define the entry side of the play tion, 4 has two options: he can get outside or
▼ Pass: The side where the play starts is defi- else make a strong cut inside the lane.
ned by a pass. The perimeter players will be ▼ If the center cuts, the outside players repla-
set on the court to create different options for ce him in the middle or on the side the court,
receiving the ball, using players in a medium depending on the position of 4 (diagr. 9).
post position as a pick (diagr. 1). ▼ If 4 gets open, the perimeter players cut D.5
▼ "Jam": The playmaker dribbles to one side, behind the defense from the helpside. The
defining with his movement the medium post goal is to get an advantage from the cuts, or
chosen as a first game option. keep the defenders busy on the help side
▼ The perimeter player on the strong side cuts (diagr. 10).
to the opposite side, while another perimeter ▼ When the high post is not a threat from out-
player goes to the central lane of the court to side, we use the concept of the inside cut.

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▼ This cut can also be done, based on the help

position of the high post’s defender; we make a
strong cut behind him to receive the ball and
bring him away from the help position (diagr. 11).
▼ The passer does not cut from the strong side,
with these exceptions: a) 2 cuts behind his
defender; b) 2 cuts, because the center has
received with his feet outside the lane and
needs space for playing one-on-one (diagr. 12).
D.6 D.11
▼ The medium post goes outside to receive the
ball: in this case, 2 has space to play a "pass and
cut" (diagr. 13). The cut of 2 is also useful to clear
out this side of the floor for the one-on-one of 4.
▼ If the passer is a power forward (3), he can cut,
because it will not be easy for him to move on
the strong side, and because he would jam the
space of the post player, who received the ball.
▼ If 3 decides to cut, a perimeter player from the
other side of the court replaces him, balancing
out the offensive positions (diagr. 14).
▼ After the cut of 3, we take the advantage of
D.7 having the ball in the post area, using the rever- D.12
sal of the ball and passing triangle (diagr. 15).

Inside - outside play

▼ Inside-outside and cut / get open. If there is a
pass in the middle lane of the court, the center
tries to play a "pass and cut" inside the lane to
receive the ball (diagr. 16).
▼ A center who has the skills to play in front of the
basket can play a "pass and get out of the lane,"
against a taller and slower defender (diagr. 17).
D.8
Inside - outside and repositioning D.13
▼ The center passes outside and uses the
momentary relaxation of his defender to gain
space inside and receive again (diagr. 18).

Inside - outside plus a direct pick: under and over

the free-throw line extension
▼ Depending on the position of the perimeter
player, who receives the ball outside, under or
over the extension of the free-throw line, we
bring a pick on the ball with a certain angle.
▼ When the perimeter player receives under the
D.9 free-throw line extension, the center quickly D.14
comes out to pick the defender of the perimeter
player, who is recovering on the offensive
player who received the ball (diagr. 19).
▼ When the perimeter player receives the ball
over the free-throw line extension, the center
makes a high pick so that the dribbler can drive
toward the baseline (diagr. 20).

C) HIGH POST WITH THE BALL

Drive to the basket
D.10 The post can receive the ball from outside or inside.
▼ If the center received in the high post position, D.15
he can go to the basket in different ways: shoo-
ting from the post, shooting from the three-point
line, or driving to the basket (diagr. 21).
Passing triangle: short / large
Short Triangle
▼ When 4 receives in the high-post position from a
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COACHES - OFFENSE

D.16 D.21 D.25

D.17 D.22 D.26

D.18 D.23 D.27

perimeter player or from the low post, this situa-

tion can create a passing lane for 5 and a high-
low game between the two centers (diagr. 22).
Large Triangle
▼ If there is not a direct game of high-low between
the two centers, 4 will read the defensive position
and will make a reversal pass to the other cor-
ner, creating a passing lane for 5 (diagr. 23).

D.19 D.24 Reverse and three game options: cut /pick on the
ball/pick away from the ball
▼ When the perimeter player receives from the
high post with a skip pass, the high post has three
options:
1. If he has an advantage, after a rotation or a
defensive recover: he plays a "pass and cut" and
goes to the medium post (diagr. 24).
2. If the center, who received the ball is not a good
shooter: he can play a "pass and make a screen
away from the ball," especially if the low post,
who is screened, is a good shooter (diagr. 25).
D.20 3. 4, as well as 5, can directly attack the defender:
by reversing the ball and coming quickly out from
the lane to put a screen on the ball (diagr. 25).
When 4 reverses the ball and picks on the teammate
with the ball, the perimeter player on the ball side cuts
to the other side of the court to clear out for 4, who
can pick and fade away, or else roll to the basket.

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COACHES - OFFENSE

TRANSITION GAME
by Gordon McLeod

Gordon McLeod is the manager, coach, and 7. The following drills shown have evolved
Director of Player Development of the New with the program.
Zealand Basketball Federation. He was
coach of the Australian Junior Men's team DRILL ONE
and also coach of West Sydney Razorbacks, Two-on-one, half court
the senior professional men's team of the ▼ Teaching points: two offensive players
National Basketball League (NBL), the Au- play against one defender (diagr. 1).
stralian top league. One-on-one, full court
▼ Defensive pressure: the defender goes
OUR PHILOSOPHY on offense versus the two former offensi-
D.2 ve players (diagr. 2).
Our fastbreak and transition philosophy was
made up of two components: Two-on-one, full court
1. Our fastbreak was triggered by our defen- ▼ Fastbreak: then the offensive player
sive intensity and we wanted to run the goes on defense and plays two-on-one
fastbreak at every opportunity. (diagr. 3).
2. Control the tempo of the game by incorpo-
rating a structured offensive secondary DRILL TWO
break, which we called "transition." Same procedure as before, but now three-
on-one, half court
PERSONNEL ▼ Teaching points (diagr. 4).
The athleticism and mobility of our team and, Two-on-one, full court
especially, in the frontcourt, as well as our ▼ Offensive versus defensive pressure
combined scoring ability in all positions, was (diagr. 5).
an integral ingredient in evolving this transi- Three-on-one, full court
tion system or secondary break. ▼ Fastbreak (diagr. 6).

THE FASTBREAK THE TRANSITION (SECONDARY BREAK)

1. There was no "magic" drills or formulas. The secondary break was in three phases:
2. Our fastbreak was triggered by our defen- ▼ Early - power the post.
sive intensity. ▼ Middle - flex cut and shuffle cut.
3. We worked hard on developing a "fast- ▼ Late - staggered screens into motion.
break mentality."
4. Our main rule: if the defense gets three or The following plays were used in the secon-
more players back, then we would go into dary break:
D.3
our secondary break (transition). ▼ Post-up flex cut.
5. Basic core of drills used: ▼ Post-up shuffle cut.
▼ One-on-one, full court. ▼ Pressure releases - dribble "push 2", drib-
▼ Two-on-one, full court; two-on-one, plus one. ble "push 4" and backdoors.
▼ Two-on-one, full court. ▼ Delay.
▼ Three-on-one, full court; three-on-two
plus one. I will only detail the first two points in this ar-
6. The basic fundamental fastbreak princi- ticle. When teaching, we used the whole-
ples were emphasized in these drills. part-whole method.
To convert our players from defense to of-
fense, we used a "numbered full court transi-
tion": 1 advances the ball down either side,
preferably with a pass; 2 and 3 fill the outside
lanes (2 is usually on the right); 5 sprints
from the middle of the court to the basket,
and then to the block; 4 is the trailer and the
safety player. 1, 2, and 3 are interchangea-
ble, as are 4 and 5 (diagr. 7).

EARLY TRANSITION - POWER THE POST

D.1 1 passes to 5, if the defense is behind or 2
and 4 are overplayed.
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2 passes to 5, if the defense is behind or 4 and 1

are overplayed (diagr. 8). D.4

2 passes to 5 or 1 passes to 5, if 5 beats his man

down the court (diagr. 9).

2 skip passes to 3, if 5, 1, and 4 are all over-

played. 5 seals his man and receives a pass
from 3. 1 skip passes to 3, if 5, 2, and 4 are all
overplayed. 5 seals his man and receives a
pass from 3 (diagr. 10). D.7

MIDDLE TRANSITION - FLEX CUT

1 passes to 4 and 2 sets his man up for a flex
cut, or to receive a pass from 4 (diagr. 11).

4 passes to 3, and 2 cuts over the top of 5. 5

cuts off the back of 2 for a possible pass from 3
or 4 (diagr. 12).

4 passes to 3 and 4 holds the cut to see if 5 re-

ceives a pass from 3. If not, he cuts or exchan-
ges with 1 (diagr. 13). D.5

MIDDLE TRANSITION - SHUFFLE CUT

3 passes to 1 and 4 sets his man up to receive a
pass from 1. 3 sets his man up for a shuffle cut
or an L-cut (diagr. 14).

1 passes to 4 and 3, shuffle or L-cuts off 5. 5

reads the defense and looks for a possible
pass from 4. If 5 is not open, he and 1 go down
and set a staggered screen for 2, who has set
his man up for a cut (diagr. 15). D.8

4 looks for 2, who is coming off the screens. 3

is in the block or in the corner. 1 on skip for a
post up for 5. There is a drive to the basket
possibility if the passing lanes are overplayed
(diagr. 16).

LATE TRANSITION
4 passes to 2, who looks for a shot or a pass to
3 or 5 inside. 4, after passing, goes after 3's de-
fense (diagr. 17).
D.9
2 passes to 1 and goes for 3's defense. 1 looks D.6
inside to 5 and then to 3, who is coming off the
screens, and then back into 5 for late post up
(diagr. 18).

1 passes to 3. Now we are balanced into our

"motion," or we can continue our late stagge-
red screening action (diagr. 19).

POST UP - FLEX CUT

3 looks to post up 2 or 5 off 2's back (diagr. 20).
4 reads 5's defense, cheating off, he fakes a D.10
pass to 3 and kicks it back to 1 for post up for 5
(diagr. 21).

3 down screens for 2, then returns to the peri-

meter. 4 down screens for 2, then opens to the
ball and busts to block. 1 looks inside to 5 early,
then to 2 coming off the screens set by 3 and 4;

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COACHES - OFFENSE

then back inside to 5 late (diagr. 22).

1 passes to 2, and 2 looks for: a shot, for 5,

who is sealing inside, for 4, who is ducking
in, for 3 or 1 on the perimeter, or to post up 4
or 5 again (diagr. 23).

POST UP - SHUFFLE CUT

4 looks to post up 3 or hit 5 for a jumper, if the
defense cheats off (diagr. 24).
D.11 D.16
1 keys on 5's defense cheating off on cut,
fakes a pass to 4 and kicks the ball back to 2,
to post up 5 (diagr. 25).

4 down screens for 3, then opens to the ball.

1 down screens for 3, then pops out to the
perimeter. 2 looks inside to 5 early, then to 3
coming off the screens made by 4 and 1, and
then back into 5 late (diagr. 26).

2 passes to 3, and 3 looks for: a shot, for 5

D.12 D.17 sealing inside, for 4 who is ducking in, for 1
or 2 on the perimeter, or to post up 4 or 5
again (diagr. 27).

BREAKDOWN RECOGNITION DRILL

We also liked to use a breakdown drill, whi-
ch focused on mismatches in different posi-
tions on the court. The players are required
to use our transition offense or secondary
break to go at these mismatches.

Drill: Three-on-two fastbreak, to five-on-th-

D.13 D.18 ree transition, to three-on-two fastbreak
continuous.

FASTBREAK CONTINUOUS
Three-on-two fastbreak
Players on the same team A play against ea-
ch other three-on-two (diagr. 28).

Five-on-three: transition
5 players on team A fastbreak three-on-two
drill. Are now on offense as a team and
break into transition at the other end versus
D.14 D.19 three defensive players, who have come in
as team B from the halfway line, and are
matched up on three nominated offensive
players and they only defend those three
players. Team A must go at one of those mi-
smatched players (diagr. 29).
Three-on-two: fastbreak
When team B gets the ball, the three players
on defense then break three-on-two versus
the other two players from their team B, who
have come in on defense from the halfway li-
ne (diagr. 30).
D.15 D.20
Both teams are now in continuous fastbreak
and transition.
Only the offense being defended can score.
Offense not being defended works on recei-
ving, positioning, timing, spacing and pas-
sing angles to mismatched players.

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D.21

D.29

D.22

D.23 D.26

D.24 D.27

D.28

D.30

D.25

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COACHES - DEFENSE

PRINCIPLES
by Pino Sacripanti
OF THE MAN-TO-MAN
DEFENSE
Pino Sacripanti’s Cantù youth teams 2. The big man nearest to the oppo- the player, to help and to start a ro-
won three Italian titles. He was an as- nent’s rebounder hinders the outlet tation from the baseline.
sistant coach of the Italian National Ju- pass, and then runs, as fast as pos- 3. With the player in the low post posi-
nior Team before becoming head coach sible, into his area. tion, we try to overplay three/quar-
of Cantù, the Italian Serie A team. Sa- 3. The outside player, who is nearest ter, preventing him from easily recei-
cripanti was named Coach of the Year the opponent’s dribbler, who is pu- ving the ball, rotating around the
in 2002. shing the fastbreak, must find a way player in relation to the ball position
to slow down the ball. His teamma- (diagr. 1 and 2).
It’s very important to underline some tes must guard the shooters and be
key points to eliminate all the easy shots ready to work on possible penetra- It is important to underline some consi-
of our opponents, to reduce their shoo- tions, helping and recovering. derations:
ting and rebounding percentage, and in- ▼ All the players must do all the rota-
crease their turnovers. ONE-ON-ONE ON THE BALL tions from the weakside at the same
Great responsibility is given to the de- time. It is necessary to always look
KEY POINTS fender on the ball, who must not be at the ball (diagr. 3).
1. Start from an efficient offense. overtaken in a one-on-one situation. He ▼ All the rotations must close all the
2. Complete the fastbreak. must try to avoid the defensive helps, most dangerous passing lanes that
3. One-on-one on the ball. the defensive switches and eventual ro- lead to a negative mismatch on the
4. One-on-one away from the ball. tations. defensive box-out (diagr. 4).
5. Defensive principles on different ▼ If we want to increase the aggressi-
kind of screens. 1. Try to contain the dribbler, at least veness of our overplays, we lift up
for the first three or four dribbles, gi- the defensive line of the player, who
THE TEAM DEFENSE STARTS FROM AN ving teammates time to set up. guards the man without the ball,
EFFICIENT OFFENSE 2. Push the ball near the sidelines trying to steal as many balls as pos-
▼ The primary aim of an efficient of- whenever possible, avoiding central sible (diagr. 5 and 6).
fense is to get good shots. penetrations, that create new pas- ▼ Recover on the offensive player,
▼ During the development of the fast- sing lanes for the offensive player. who received a dish off, by running
break, in all overload situations, the 3. Only after that, we prevent the of- towards him, hindering the shot and
last player of the offense stops at fensive player from using his strong trying to make two lateral slides if he
the half court, ready to balance if we hand. If he receives the ball, the de- starts to drive.
realize the primary fastbreak; only in fender must deny an easy crossover. ▼ The box-out must be done by all five
the second stage he will be part of 4. If the ball is in the low post, we try to defensive players in order to grab
the secondary fastbreak or of an contain the offensive player as long the defensive rebound.
eventual offensive transition. as possible, making him dribble to
the central lane. We then close the DEFENSE ON SCREENS
COMPLETE THE FASTBREAK direction, forcing him to go to the Always keeping pressure on the ball to
To develop the mentality of the defensi- baseline, where help from the weak- hinder the pass, we:
ve transition, it is important to have so- side will arrive. 1. Go behind the screen in third posi-
me basic rules: tion on the weakside (diagr. 7 and 8).
1. The two big men go for an offensive ONE-ON-ONE ON THE PLAYER 2. Follow on all kinds of screens on the
rebound, while the three outside WITHOUT THE BALL strong side (diagr. 9 and 10).
players balance; in case of penetra- 1. Aggressively overplay the man near 3. Work together on pick-and-rolls, pu-
tion of one of the three outside the ball, staying on the passing lane shing the offensive player on the
players, the big man, who is general- with the arm or with the body. screen and making a strong step
ly farthest away from the basket, 2. Leave the player far from the ball out, with the defender of the scree-
helps to balance. (weakside), ready to see the ball and ner, who pops out perpendicularly to

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D.1

D.2

D.3

D.4

D.5

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COACHES - DEFENSE

the driving line of the dribbler, to di-

sturb and slow down the passing
action. In relation to the dangerou-
sness of the other big man, we can
either switch between 4 and 5 (dia-
gr. 11 and 12) or help from the weak-
side on the big man, who rolls inside
and stays with the other offensive
player, who is open on the three-
point line for a possible shot (diagr. D.6 D.11
13, 14 and 15).

It is very important to keep in mind that,

on every screen there is the possibility
of an automatic switch. This creates an
advantage in keeping a good overplay
on the players without the ball, and so-
me imbalance on the covers, creating
many mismatch situations. The direct
consequence is that a big man must de-
fend one-on-one against a smaller D.7 D.12
player and vice-versa. This situation
can typically be used in last six to eight
seconds of an action, when the offense
has not the necessary time to adequa-
tely set up.

D.8 D.13

D.9 D.14

D.10 D.15

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COACHES - PSYCHOLOGY AND MOTIVATION

MOTIVATION AND
by Kostantin Papazov
PSYCHOLOGICAL
PREPARATION
Konstantin Papazov is the head coach of
Lukoil Academic Sofia (Bulgaria) team,
winner of 2005 championship. While he
was the head coach of Levski Sofia, he also
won two Bulgarian Championships and
one Cup of Bulgaria. He is the former head
coach of the Bulgarian National Men's and
Women's National team. He was also
owner of Slavia Sofia.

I don't think that I'm the best choice with my

seven years coaching experience to give my
opinion about motivation. However, the
theme about motivation in basketball was the
basis for starting my coaching career. The
history of that is interesting.
As a player, I wasn't that great and my
ambitions to succeed were connected with
my desire to be a good coach. I finished my
player's career in Bulgaria exactly when
democracy and private business took over
in my country. That fact gave me the oppor-
tunity to earn money in a short period with
my business. Then, one of the coaches in
Bulgaria came to me and asked for finan-
cial help. I didn't know that in the next four
years I would be the owner of a team and
my ambitions to succeed made the club one
of the best in Bulgaria. We were soon
champions of the country and winner of the
Cup in 1997.
After four years as president of the team, I
became a coach when I was 31 years old. I
knew that I had a long way to go and one of
the things that could help me out in the begin-
ning was motivating my players. I believed
the when the players were motivated, they
would stay behind me. This is what happe-
ned to me. That same year we played in lea-
gue final and after three years, I became
coach of the Men's National team of
Bulgaria. Every time I think back to those go off the mistakes, lack self-confidence, or of sports psychology. This will help players
early years, I remember that one of the most can't handle the pressure of competition. If to think like a winner and develop mental
important things in sports is how you will you leave the mental side of performance to toughness.
motivate the players, and that was my pri- chance, then the players are more vulnera- As a coach, a working knowledge of sports
mary aim. ble to performance problems, including psychology techniques will help you to
Even the fastest, strongest and smartest excessive nervousness, psych-outs, become more effective and therefore much
players will underachieve if they concentrate choking, and slumps. To be more consistent, more successful with your athletes.
on the wrong things, are unable to quickly let successful players have to learn the power Knowing how to get the most out of your
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COACHES - PSYCHOLOGY AND MOTIVATION

players at "crunch time" and how to avoid re, and perform to their potential. Coaches In the lockerroom speech before every game,
the mental traps that far too many coaches and players have to be serious about rea- the coach needs to find the most important
fall into provides you the competitive ching athletic or performance dreams. Many words to make sure his players will be moti-
advantage. I always try to train my athletes athletes have tremendous God-given gifts, vated right from the start of the game.
to use mental toughness skills and they but they don't focus on the development of Peak performance is about trusting and let-
eventual compete to their potential. those gifts. It's true in sports and it's true ting the performance happen. The player is
Discipline is an absolute necessity. Good everywhere in life. Hard work is making the not thinking and is on "automatic pilot," utili-
planning and organization will provide for a difference. zing his efforts. Poor performance is about
disciplined environment, but the occasion It's important to remember that athletes can doubting, over-thinking, analyzing, evalua-
will arise for additional control. I have a motivate one another. We usually split the ting and trying too hard. Coaches can help
clearly defined set of rules for when player players into drill groups and score them as a avoid bad performance by giving players one
behavior deviates from team development. team rather than as individuals. These trai- or two specific things to focus on for the
It is very important to explain to your players ning sessions help build team morale and game. By narrowing concentration, the ath-
what distractive behavior is and how that make the players feel they have invested in lete has more of a chance to slip into an
will negatively affects their experience. one another. Each player has a responsibility automatic mentality. Players will better
Players should understand their behavioral to the team. Never allow individuals to take handle stress and avoid psych-outs if they
responsibility to the team. They should also over the effort of the whole team. As the great can mentally learn to stay totally focused.
know and respect that their coaches are in basketball legend Michael Jordan said: "I Negative past thoughts will bring them down
control. It is then the coach's responsibility have no individual goals. We play for one rea- and uncontrollable future thoughts of the
to the team to exact control. son and that's to win the title as team." outcome will do the same.
Most performance problems that athletes Basketball players have to focus, “block out” Winners see what they want to have happen
and other performers struggle with are not distractions, rebound from mistakes, and before a game; while losers have a tendency
a result of poor physical conditioning or a handle pressure right from the beginning of to pay attention to what they are afraid will
lack of physical skills or technical ability. the season. Concentration is the heart of happen. I found it to be very important to
Sure, certain physical or mechanical fac- peak performance. It is the foundation of encourage the players to practice seeing the
tors can sometimes cause the players to mental toughness. Concentration is the ability outcome and performance that they want in
play under their level. However, when the to focus in on what is important and block out their minds long before the game is played.
heat of competition is turned up high, team everything else. Every player concentrates I do not believe that fear motivates athletes.
that falls apart most often does so because before the game. The issue is on what? If Fear motivation, or punishing players to "moti-
of mental factors like poor concentration, your player chokes or falls apart, then he was vate" them, is only a temporary solution, if it
negativity, lack of confidence, or an inability concentrating, but on the wrong things. Don't works at all. After repeated exposure to fear
to let go of mistakes or bad breaks. tell your players, "Concentrate!" unless you tactics, athletes become immune to threats,
If you're a committed coach, then you work follow that by exactly what you want them to and continued punishment may destroy their
too hard and sacrifice too much to let your concentrate on. desire to participate.
own competitive performance, or that of I always wanted to help my athletes under- Effective motivation flows from the partner-
your team, be disrupted by mental errors. stand that the main difference between their ship between coaches and athletes. As coa-
The mental toughness techniques in sports best and worst performances has to do with ches, we must understand our athletes as
psychology are just what you need to get their pre-performance self-talk and thoughts. individuals and as a team, we must gain their
your performance or team back on the fast What they think goes into their bodies and trust and respect. We must remember that
track! reflects on their coordination, reflexes, and we're coaching people, not machines. We
To realize your team's full potential, you speed. must teach the players the mechanics of a
have to start training their minds as well as We were ahead of very important game sport, but we must also assist in building their
their body! Just as you develop their physi- against Switzerland, which served as a quali- character. Showing support and interest in all
cal skills and techniques, you must learn fication for Eurobasket 2003 in Geneva. Right facets of their lives helps build an effective
how to develop these sports psychology before the game, we found that Ukraine coach-athlete relationship.
mental skills in your players. What are defeated Lithuania in Kiev, and for us there Success is realized the moment an athlete
these so-called mental skills? was no alternative, but to win the game gains a winning attitude, is motivated to set a
against the home team. We were a better worthwhile goal, and begins to move toward
▼ Learning to stay relaxed under pressure team than our opponents were but I knew that goal. A winning attitude is the best moti-
and having the ability to focus on what's that it would not be easy to get the victory. vator. If athletes believe they can achieve
important and block out everything else. In my pre-game talk to the players in the their goals, they'll try harder and increase
▼ Being able to quickly rebound from lockerroom, I reminded them that when they their likelihood of success.
mistakes, bad calls, and failures. were small kids and played in at the local Attitude controls motivation; motivation con-
▼ Knowing how to handle self-doubts and school ground, they dreamed to play for the trols performance; performance controls
negative thinking. Senior National team. Now this dream was success.
▼ Knowing how players can self-motivate reality for them. Their childhood ambitions Motivation and psychological preparation is
by setting personally meaningful and were to be realized. I asked them when they very important moment in professional
compelling goals. heard the national anthem played before the sport. Every coach needs to have time to
▼ Systematically developing confidence game to remember that they were a group of prepare himself in that direction as well.
and a positive, go-for-it attitude. twelve people selected to represent 8 million The most difficult part is when we play
Bulgarians. After my talk, the players were so games with weak teams but in the same
As a "head coach" I've helped many basket- motivated that before the match started I time, those matches are the best opportuni-
ball players get out of slumps, develop con- knew we had a great advantage over the ties for developing the motivation and con-
fidence, better handle competitive pressu- host team. centration of the players.

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FIBA EUROPE
COACHES - NATIONAL COACHES ASSOCIATIONS

THE LITHUANIAN
by Mindanaus Balciunas
BASKETBALL COACHES
ASSOCIATION
Mindaunas Balciunas is the Secre- men's basketball team history since basketball players aged 8-18.
tary General of the Lithuanian Ba- Lithuania's Independence Restora- Thirty-four coaches are working with
sketball Coaches Association. tion in 1990. Three times our teams men's basketball teams and 11 are
came third in the Olympic Games working with women's basketball
The year 1922 is officially considered (1992, 1996, and 2000), we won a silver teams.
the year of the birth of basketball in medal during the FIBA European The average age of a basketball coa-
Lithuania, and Lithuanians celebrate Championship in 1995 and for the third ch in Lithuania is 42 years. On avera-
this birthday on April 23. The most time we won the gold medal in 2003. ge, a coach has 15 years of experien-
outstanding initiators of this game in Not to mention victories in club cham- ce, with one coach typically working
Lithuania were K. Dineika, S. Darius, pionships, women's team achieve- with two groups of children. 39 per-
S. Girenas, and Lithuania's emigrants ments, and our best players that go to cent of basketball coaches are
abroad, including E. Kriauciunas, B. play abroad, but all of these great working with one group of children,
Budrikas, K. Savickas, and a host of players and teams owe a good part of 29 percent with two, 20 percent with
others. their success to the work of our coa- three, and 12 percent are working
It is not easy to distinguish the most ches. with four or more groups.
honored among them, as the game of The Lithuanian Basketball Coaches The LABC organizes three coaching
basketball was being popularized by Association (LABC) was launched on seminars per year. Two of them are
so many enthusiasts. September 20, 1995. The LABC coordi- national seminars, with one interna-
In 1937 and 1939, the Lithuanian men's nates activities of all Lithuania's ba- tional seminar.
basketball team won the gold medal sketball leagues, all basketball/sports Basketball coaches attend 40 to 50
at the FIBA European Championships, schools, activities of all basketball hours of coaching seminars and lec-
and the Lithuanian women's team club coaches, and defends their ri- tures each year.
won the silver medal in 1938. It was a ghts. Since the very start, the LABC Lithuanian Physical Education Aca-
great stimulus to the game of basket- had been directed by Vladas Gara- demy (LPEA) is the body that plays a
ball for Lithuania. stas, the president of the association. vital part in preparation of basketball
After the first post-war generation of Dr. Vydas Gedvilas was selected in coaches in Lithuania. The LPEA gra-
outstanding coaches had retired, the- 2003 as the senior coach of Lithua- duates 10-15 basketball coaches ea-
re was no equivalent replacement. nian women's team for a four-year ch year, and later they continue being
Although the results of Lithuanian ba- term. This team has a proud history, qualified while taking the LBAC's
sketball players were quite modest winning the gold medal at the 1997 FI- courses.
during elite basketball competitions BA European Championships. Approximately 80 percent of Lithua-
in 1958-1965, Lithuania's basketball The LABC decides on the criteria nian basketball coaches have gra-
did not back down. used for the selection of coaches for duated from LPEA, where they have
Numerous new, qualified, and ambi- Lithuania's basketball teams, and is had 600 hours of basketball studies,
tious coaches started their work. The- responsible for submitting the candi- while students work as coach assi-
se men included G. Sviderskaite, V. dates for approval by the Executive stants during training sessions, deve-
Knasius, A. Vilimas, V. Bimba, S. Bu- Committee of the Lithuanian Basket- loping their first coaching skills.
tautas, and V. Garastas. A new gene- ball Federation. Basketball coaching in Lithuania ap-
ration of coaches continues the best The LABC organizes and prosecutes pears to show extremely good results,
basketball coaching traditions in seminars for coaches, various cour- thus we conclude that the course of
Lithuania. Among them are A. Paulau- ses, show training sessions and other coach preparation should not be
skas, V. Kanapkis, J. Kazlauskas, S. methodological arrangements. It pre- changed in the future.
Vilkauskiene, S. Kaupys, E. Milkontas, pares and distributes methodological Yes, there is still room for improve-
A. Kriauciunas, A. Sireika, and others. means and literary sources among ment, and we will make every effort
It is impossible to name all coaches coaches. not to slow down. We all cherish the
whose job has contributed to new The LABC currently has more than 285 long-standing basketball traditions of
achievements in Lithuanian national members, with 230 of them coaching Lithuania.

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FIBA EUROPE EDITORIAL

COACHES - HOOP MARKET

NEW TOOLS FOR

by Raffaele Imbrogno
COACHING
BASKETBALL
Raffaele Imbrogno, former Director of the Italian Ba-
In this section, we introduce the latest books, videos, CDs, and
sketball Federation Study Center, is an Instructor with
other tools that are primarily aimed at coaches, but certainly
the Italian National Coaches Commitee of the Federa-
useful for all of our readers. Please send your suggestions and
tion. Imbrogno is the author of several technical ba-
comments about our basketball-related media for review in
sketball pubblications.
this section.
Many years ago, there were only simple elastic nets
supported by a tripod, which retrieved the basketball Shoot-A-Way has also developed another system called
for a shooter; this tool was called "Toss-back". "The New Rebounder." The device will give the ball back
after a shot, but with three wide and mobile pillows fixed
Today, we have new electronic and mechanical sy- to the structure of the basket, it also reproduces contact
stems that can be used in practice sessions devoted to situations when a player goes to rebound under the ba-
shooting. sket.
The company Shoot-A-Way is now marketing "The
Gun", a machine that "passes" basketballs. The tool is If "The Gun" can be defined as a tool that is useful to coach
placed under or around the basket. Thanks to some shooting from different positions on the court, the system
nets, the collected balls are retrieved after shooting created by Airborne Athletics is an authentic multi-tool.
and passed back at different angles and speed. Mo- The "Dr. Dish- Shooting, Passing & Rebounding System" is
reover, three different electronic displays provide sta- very similar to the system described before, but is even
tistics for field goal attempt, baskets scored, and ove- more programmable.
rall shooting percentage. The system comes with a series of pre-programmed drills
Detailed information about The Gun, and a list of pos- that can be changed and improved, and then held in its
sible drills to run with this machine, is available on the memory card.
website www.shotaway.net. With this new computerized battery-operated system (this
allows the tool to be positioned
anywhere on the court), a player
can practice all kind of shots
from the perimeter, 2-point and
3-point areas, thanks to the fact
that Dr. Dish can rotate 360 de-
grees and launch the ball
beyond the three-point line.
The base of the tool can be pla-
ced anywhere on the court, not
only under the basket, and it ea-
sily reproduces game situations
for passing and receiving the
ball.
Passes in the machine's reper-
toire can vary from the bounce
pass to the lob into the low post.

Coaches, who have introduced

this innovative device into their
training sessions, include Roy

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Finally, a very special basketball has been produced by

Baden. Created by Ed Palubinskas, one of the best
shooting teachers in the United States, the "Smart
Williams, head coach of the University of North Caroli- Ball" is just like a typical basketball, except that a
na, the 2005 NCAA Champions; Steve Alford, head coach darkened, life-sized imprint of a hand embossed in the
of the University of Iowa, and Flip Saunders, the former leather helps reinforce correct hand positioning for
head coach of the NBA Minnesota Timberwolves. More shooting.
information about the machine is available at the websi- The Smart Ball is often used in practice sessions by
te www.drdishbasketball.com. Coach Bobby Knight at Texas Tech University. For more
For those interested in more traditional, less expensive information about the Smart Ball, which comes with an
basketball products, go to the website www.gared- instructional DVD created by Palubinskas, go to the
sports.com . website www.thesmartball.com.

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REFEREES, SCORER’S TABLE AND COMMISSIONERS

BASKETBALL
STATISTICS
MANUAL
With coaches, players, the media, Internet users, and fans indicates that the
making greater use of the statistical reports, there is an ball was not
obvious need to harmonize the methods and definitions used released for the shot
in the collection of statistics worldwide. FIBA has published before the infringe-
for the first time a “FIBA Statistics Manual” in order that uni- ment, so no FGA is
formity can be achieved throughout the world. The manual awarded.
was sent to all member federations of FIBA and can also be
downloaded on www.fiba.com. It is the reference manual When a violation or
used by all statisticians of our member federations. foul is committed by
FIBA would like to express its appreciation to FIBA the shooter or a
Oceania, Basketball Australia, Mathew Cowling (Australia) player from either
and Arnaud Sevaux (France) for their help in preparing this team after the ball
manual. has been released
for a shot, a FGA is
CONVENTIONS credited because
Throughout this publication, all references made to a player, the shot would
coach, or official in the male gender also applies to the female count if successful.
gender. This is done in keeping with other FIBA publications
because of the difficulty in creating gender-neutral terms in some Exception: No FGA is credited if an offensive player nulli-
international languages. fies the shot because of illegal interference with the ball
In keeping with other FIBA publications, on-court "players" (goaltending).
are numbered 1 to 5. Substitutes are numbered 6 to 12.
When the defensive team is in the "penalty team foul" situa-
"A" team refers to the offensive team (A1 to A5 are the offen- tion and a defensive player fouls an offensive player attempt-
sive players). ing a two-point field goal, it may be difficult to determine if
"B" team refers to the defensive team (B6 to B12 are substi- the ball was in flight before the shot was released. The offi-
tutes for the defensive team). cial will award two free throws to the offensive player, either
because the player was shooting or because of the team foul
FIELD GOALS penalty. The statistician needs to pay careful attention to the
A field goal attempt (FGA) is charged to a player any time he official in case the official signals that the shot from the field
shoots, throws, or taps a live ball at his opponent's basket in is cancelled or makes a comment along the lines of "... foul
an attempt to score a goal, and the goal is missed or is not before the shot..." If some doubt remains, the statistician has
counted. to make a judgment call, and as a rule of thumb, should pre-
sume the foul occurred first so no FGA is awarded to the
A field goal attempt (FGA) is not charged to the shooter if the offensive player.
shot is nullified because of illegal interference with the ball
(goal tending) by an offensive player. When a field goal is the result of a defensive player acciden-
A field goal made (FGM) is credited to a player any time a tally scoring in his team's basket, the score will be credited
FGA by him results in a goal being scored or being awarded to the court captain of the opposition team. The court cap-
because of illegal interference with the ball (goaltending) by tain, will be credited with both a FGA and a FGM.
a defensive player.
A tap (also called put-back) by an offensive player counts as
When a player or any of his teammates is fouled in his act of a FGA (and an offensive rebound), if the player had sufficient
shooting and the shot results in a FGM, then a FGA must also control of the tap. If the basket is made, then control is
be credited. assumed.

A FGA is not charged if the player is shooting the ball, when If there is doubt about an offensive player having control of the
a teammate commits a violation or foul before the ball being tap, presume there was sufficient control if the ball hits either
released. The official will call the violation or foul and signal the rim or backboard after coming off the player's hands.
that the score or play following the call is cancelled. This Blocked shots count as shot attempts if the offensive player
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was in the act of shooting before the ball was blocked. If there by the defensive player's violation. Award a FTA (and FTM if suc-
is doubt as to whether the player was intending to shoot, the cessful) for the substitute free throw.
interpretation shall be that he was not. For our purposes, we
define the act of shooting as an upward and/or forward When the shooter commits a violation:
motion toward the basket with the intention of trying for a
basket. If the free throw is successful, it will be cancelled.
In all cases, irrespective of whether the free throw is the first, sec-
An area of difficulty that might arise for the statistician is the ques- ond, or third of a series, a FTA is charged to the shooter. Examples
tion of whether a pass or a shot is being attempted. An offensive of a shooter's violation are:
player often acts as if to shoot only to pass off to a teammate at the
last moment. The "alley-oop" is the most likely to be controversial, ▼ The ball fails to hit the ring.
especially if the player meant to be on the receiving end of the pass ▼ The shooter takes too long to attempt the shot.
makes no attempt to catch and shoot the ball. In this case, a ▼ The shooter steps on or over the free throw line before the ball
turnover may need to be awarded instead of a FGA. hits the ring.
▼ The shooter fakes a free throw.
EXAMPLES
1. A5 shoots but fouls B5 (a) before the ball is in flight or (b) after If the free throw was the last of a series, the defensive team will be
the ball was in flight. awarded possession out-of-bounds. Credit the defensive team with
a)Since the ball was dead before the ball was in flight, do not a team rebound.
charge A5 with a FGA, but with a turnover (offensive foul) and
a personal foul. When a teammate of the shooter commits a violation:

b) Charge A5 with a FGA and a personal foul. The officials will not cancel a successful free throw when an offen-
If in doubt about whether the foul occurred before or after the sive player causes a violation, so award a FTA and FTM to the free
ball was in flight, the actions of the officials will indicate the throw shooter.
correct ruling. If the foul occurred before the ball was in flight,
it will be signaled as a "team control foul." If the foul occurred If the free throw misses, the free throw shooter is still charged with
after the ball was in flight, the official will not indicate team a FTA because, had the shot been made, it would have counted. If
control. the free throw was the last of a series, the defensive team will be
awarded possession out-of-bounds. Credit the defensive team with
2. When a field goal is accidentally scored for the opposition a team rebound.
team, after last being touched by a defensive player:
a)If the touch by the defensive team was an attempt to block a In summary:
shot and did not appreciably alter its flight, then such touch- ▼ If a substitute free throw is awarded for a defensive player's
ing shall be ignored. If the offensive player that shot the ball is violation, ignore the original missed free throw and record the
credited with the score, no blocked shot can be awarded. statistics for the substitute free throw.
▼ If an offensive player (including the shooter) commits a viola-
b)If the touch by the defensive team followed a shot that had obvi- tion, award a FTA.
ously missed and the defensive team did not gain control, a FGA
and FGM is credited to the captain of the offensive team. In all of the above situations, NO turnovers have occurred because
the offensive team is considered to have made an attempt at a free
FREE THROWS throw goal (see the definition of turnovers).
A free-throw attempt (FTA) is charged to a player when that play-
er shoots a free throw, unless there is a violation by a defensive If a wrong player is attempting a free throw as a result of the error,
player and the shot is missed. That is, a player should not be the FTA and all activity involved therein shall be cancelled unless
charged for a FTA that is influenced by the illegal actions of an there are technical, unsportsmanlike, or disqualifying fouls called
opponent, unless the shot results in a free throw made (FTM). during the activity after the error. The game will be resumed after
the correction of the error. All FTM's or FTA's credited to the wrong
A FTM is credited to a player any time a free throw attempt by that shooter shall be nullified.
player results in a score of one point being awarded.
If a technical foul has resulted in free throws being taken immedi-
If there is a violation during the free throws, the statistician should ately before the start of a period, the FTA (and FTM, if successful)
very clearly observe what the officials are awarding, who the viola- should be counted in the new period. This is regarded as a foul dur-
tion was called on, and the result of the call. The following statistics ing an interval of play and penalized as if it had occurred during the
apply: period that follows the interval.

When a player on the defensive team commits a violation: REBOUNDS

A rebound is the controlled recovery of a live ball by a player after
If the free throw is successful, the score will count despite the a shot has been attempted. Control must be gained before the ball
defensive violation, so credit the free throw shooter with a FTA and becomes dead. If there is doubt about player control, the statisti-
FTM. cian should assume that there was control.

If the free throw misses, do not charge the free throw shooter with Rebounds are divided into Offensive, Defensive, and Team.
a FTA because they will be given a substitute free throw. Ignore the Dead ball rebounds are only recorded when computer sta-
missed free throw on which the violation occurred, as it is nullified tistics are being used and the software automatically

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REFEREES, SCORER’S TABLE AND COMMISSIONERS

records the dead ball rebounds. B4 attempted a shot so there must be a rebound after the block
but before the violation occurs. The statistics that apply in this
The recovery may be accomplished by: situation are: FGA B4, Block A5, Offensive Rebound B4,
▼ Being first to gain control of the ball, even if the ball has Turnover B4 (Traveling).
touched several hands, bounced, or rolled along the floor.
▼ Tapping the ball in an attempt to score a basket. ASSISTS
▼ Tapping or deflecting the ball, in a controlled manner, to a team- An assist is a pass that leads directly to a teammate scoring, if and
mate. only if the player scoring the goal responds by demonstrating
▼ By retrieving a rebound simultaneously with an opposing play- immediate reaction towards the basket. Only one assist can be
er and having their team awarded the ball because of the alter- credited on any score. Even if the "second-to-last" pass set up the
nating possession. The rebound has to be awarded to one of play, it is not an assist.
the players who retrieved the ball simultaneously, not to the An assist is credited when a pass is made to a teammate who
player that inbounds the ball. shoots and scores-provided the shooter's immediate intention,
upon receiving the ball, was to shoot and that intention was main-
The shot does not have to hit the rim or backboard before a tained until the shot was taken. It does not prohibit an assist where
rebound can be awarded. the shooter takes time to balance or makes a small play to score,
provided the scorer always intended to shoot.
When a player taps the ball that is subsequently recovered by a
teammate, a decision needs to be made as to whether the tap was A pass to a player in good scoring position who considers other
controlled or not, and therefore, who receives the rebound. If the options before deciding to shoot and score is not an assist. The
tap was obviously intentional, credit the rebound to the player tap- score is the result of the action by the shooter alone, not the
ping the ball. If the statistician believes the player tapping the ball passer.
was just trying to clear the ball out of the "danger area," award the
rebound to the teammate recovering the ball. The distance of the shot, the type of shot, and the ease with which
the shooter makes the shot are not factors when considering if a
As stated in the "Field Goals" section, an offensive player who pass is an assist. Similarly, the number of dribbles taken by the
attempts a tap (put-back) from a missed shot is credited with an player who scores is also not a factor, unless his efforts are such
offensive rebound and FGA provided the tap was controlled. If the that you determine that he did the work to make the basket,
score is made, then control is assumed. rather than the pass.

If there is doubt about an offensive player having control of the tap, A pass to a player at half court who dribbles directly to the bas-
presume there was sufficient control if the ball hits either the rim or ket for a successful lay-up is an assist. However if that player has
backboard after coming off the player's hands. to divert to dribble around a defensive player, no assist is given.

A shot that is blocked and recovered without the ball going The statistician should bear in mind that the more the scoring play-
dead will be recorded as a rebound to the player who first er has to do in order to score, the less likely it is that the pass is an
recovers the ball immediately after the blocked shot. assist.
Remember that the ball does not have to hit the rim or back-
board for a rebound to be credited. An assist may be credited on a pass to the pivot shooter (low
post), provided there is an immediate reaction on the part of the
EXAMPLES pivot shooter in attempting to score.
1. A missed shot is retrieved simultaneously by A5 and B4
Credit a rebound to the player whose team gains possession of Consistent with the definition above, an assist is not awarded
the ball according to the alternating possession rule. Note that simply when it is the last pass before a basket or because it was
it must be one of the players contesting the held ball, NOT the simply a "good pass." The determining factor in awarding the
first player to control the ball after the alternating possession assist must be the amount of work the scorer does and the
throw-in. immediacy of the shooter's intention to score.

2. After a missed shot, A5 jumps and catches the ball but falls, EXAMPLES
loses control, and it is retrieved by B4 1. After taking a defensive rebound, A5 makes a full court pass
Credit A5 with a rebound, provided you are satisfied he had to A4 who misses a lay-up but has enough time to easily
control before falling. If this were the case, a ball-handling score from the rebound.
turnover would be awarded as well. If you are not satisfied A5 No assist. There has been a FGA and offensive rebound
had possession, then B4 is credited with the rebound. between the pass and the score.

3. After a missed shot, B4 catches the ball at almost the same 2. A5 passes to A4, who hesitates, looks to pass to A3, who is
time as A5 fouls him. cutting, and then takes and makes the shot.
The statistician must decide if B4 had control of the ball for a No assist to be awarded because A4 did not show immedi-
split-second before being fouled. If so, award the rebound to ate reaction.
B4.
3. A5 passes to A4 who takes one dribble to find balance, and
4. B4 jumps and attempts a shot that is blocked by A5 without the then takes the shot and scores.
ball leaving B4's hands. B4 lands with the ball and is called for Credit an assist to A5, provided A4 maintained an intention to
a traveling violation. shoot.

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4. A4 makes a great full court pass to A5 who only has to hand- 3. A5 is driving through the restricted area and has the ball
off the ball to A3 for an uncontested successful lay-up. stripped by B5. The ball ends up with B4.
Even though the pass from A4 created the basket, it was not If you decide A5 was not in the act of shooting, credit a ball
the last pass before the score. Award the assist to A5. handling turnover to A5 and a steal to B5. To award a field
goal attempt and a block, you must be sure that A5 was mak-
5. A3 passes to A5, who pump fakes, spins, takes one dribble, ing a shot attempt.
and dunks the ball.
In most cases, NO assist would be credited, as the player STEALS
receiving the ball did the work. A steal is credited to a defensive player when his positive and
aggressive action causes a turnover by an opponent. No steal is
6. A3 passes to A5, who dribbles once, makes a head fake, and credited if the ball becomes dead and the defensive team is award-
scores. ed possession of the ball out of bounds.
Credit A3 with an assist because A5 had the intention to
shoot. A defensive player can achieve a steal in a number of ways:

BLOCKED SHOTS ▼ Taking the ball away from an opponent holding or dribbling the
A blocked shot is credited to a player any time he appreciably ball.
alters the flight of a FGA and the shot is missed. It recognizes a ▼ Intercepting an opponent's pass.
clear rejection or deflection of a shot by a defensive player. The ▼ Tapping the ball away from an offensive player in control of the
ball may or may not have left the hand of the shooter for the block ball or deflecting an opponent's pass:
to be counted. - Directly to a teammate.
- Such that the ball is loose and a teammate retrieves the
A shot can be considered blocked even if the ball was not in flight ball.
before being blocked. In fact, the ball doesn't have to be above - Such that the ball is loose and a teammate and an
shoulder-height before a shot can be blocked. As stated previ- opponent grab the ball simultaneously, a held ball results,
ously, the act of shooting, for statistical purposes, shall be an and the defensive team is awarded the ball according to
upward and/or forward motion toward the basket with the inten- the alternating possession rule. (Obviously, this cannot
tion of trying for a goal. happen when the alternating possession is awarded at
the start of a period of play).
In some cases where the ball is knocked loose before it is in
flight, the statistic in question may be a steal, provided the ball The only time a steal can be awarded when the ball goes dead is
ends up in the hands of the defensive team and the statistician is when the action of a defensive player causes a held ball to occur
satisfied that there was no shot being attempted. An aid to mak- and his team wins possession because of the alternating posses-
ing this decision is to ask yourself the question, "Would the offi- sion rule.
cial have awarded free throws if the defensive player had been
called for a foul on the offensive player?" If the answer is "Yes," To earn a steal, the defensive player should be the initiator of the
credit a block, if "No," award a steal. action causing a turnover, not just the benefactor. For example, if an
offensive player passes directly to a defensive player who did not
The statistician needs to determine whether a shot is being have to move to intercept the ball, no steal would be awarded.
attempted and needs to follow closely what happens to the ball
after the shot is blocked. If a steal is credited to a defensive player, there must be a corre-
sponding turnover awarded to an offensive player. (The opposite
A rebound must follow a blocked shot unless the ball becomes doesn't apply - a turnover doesn't always mean a steal has
dead before a player gains control. If the ball does go dead, then occurred. It may have been a violation, bad pass, or offensive foul).
give a team rebound to the team in-bounding the ball. The statistician must realize that the ball must actually be turned
over for a steal to be awarded.
A blocked shot should be credited only when the shot is deflect-
ed enough to prevent it from scoring. As obvious as it may appear, The tapping or deflection of the ball to a teammate does not have to
it needs to be noted that when the shot is successful, it cannot be be controlled.
counted as a block even though it has been touched.
In all these situations, the player who first deflected the ball initiat-
EXAMPLES ed the turnover so is credited with the steal, not the teammate who
1. A5 shoots and the ball is touched by B5 in an attempt to block recovered the loose ball.
the shot. The ball continues into the basket.
Since the ball continued into the basket, B5's touching it did not A player taking a charge is not to be credited with a steal.
alter its flight appreciably. Ignore the touching, credit A5 with an
FGA and an FGM but do not credit B5 with a blocked shot. EXAMPLES
1. A5 is dribbling when he mishandles the ball and it bounces
2. A5 goes up for a dunk attempt but the ball is stripped at waist-
toward B4 who recovers it without moving.
height by B5 before it leaves A5's hands. The ball is recovered
Charge A5 with a ball-handling turnover, but do not credit B4
by B4.
with a steal, as he did not initiate the action.
A5 is charged with a shot attempt, B5 receives a block, and
2. A5 is dribbling the ball when B5 knocks it away to B2.
B4 is credited with a defensive rebound. Despite the fact that
Charge A5 with a ball handling turnover and B5 with a steal.
the ball had not left the hands, this is clearly a shot attempt.

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REFEREES, SCORER’S TABLE AND COMMISSIONERS

3. B5 applies vigorous defensive pressure that causes A5 to than one type. An example is when a bad pass causes a team-
commit a violation. mate to commit a violation by stepping out of the court to
Charge A5 with a violation turnover but do not credit B5 with a retrieve the ball.
steal. The statistician must recognize how the turnover was originally
caused. In this example, the bad pass caused the violation, so
4. B5 deflects a pass from A4 intended for A5 who, in a reflex credit the player who passed the ball with a passing turnover.
action, tries to catch the ball but can only deflect it over the
sideline. Team B is awarded the right to a throw-in from the EXAMPLES
sideline. 1. A5 has the ball stolen from him as he is dribbling down the
Charge A4 with a passing turnover but do not credit B5 with a court.
steal. A5 is charged with a ball-handling turnover.

5. B5 deflects an intended pass from A4 to A5 into the open court 2. A5 passes the ball and it goes straight out of bounds.
where A5 and B2 both grab the ball and a held ball is called. A5 receives a passing turnover.
Team B is awarded the ball for a throw in from the sideline
(alternating possession rule). 3. A5 makes a good pass but A4 drops the ball, resulting in B5
Charge A4 with a passing turnover and award B5 a steal. A5 picking the ball up.
and B2 receive no statistics for their part. If team A were A4 is awarded a ball-handling turnover. B5 does not receive
awarded the ball because of the alternating possession rule, a steal as he simply benefited from a mistake.
then no statistics would be awarded.
4. A5 commits a violation (traveling, double dribble) that
TURNOVERS results in the opposition receiving the ball.
A turnover is a mistake by an offensive player that results in the A violation turnover is credited to A5.
defensive team gaining possession of the ball without the offen-
sive team having attempted a field goal or free throw, except 5. A5 fouls while his team is on offense (either charges a play-
when period time expires without such an attempt. er or fouls without the ball).
An offensive foul turnover is charged to A5.
Any offensive violation by a player will result in a turnover being
charged, including a 3-second violation, offensive foul, offen- PERSONAL AND TECHNICAL FOULS
sive goal tending, or a double dribble. A foul is called on a player following a referee decision.
Personal or technical fouls can be called on a player, as can
Likewise, an offensive mistake such as passing the ball directly unsportsmanlike and disqualifying. It is important to differenti-
out of bounds or fumbling the ball in such a way that it is recov- ate between the types of fouls should the statistics software
ered by the defensive team will result in a turnover being allow this.
charged.
Fouls must be recorded in the same way as the score sheet
It is important for the statistician to understand when a team records them. Coach and bench fouls are recorded against the
has control of the ball so that he knows the opportunity is lost coach and are not counted in the team fouls.
when the ball is turned over. A team is in control of the ball
when: Fouls Received
Any time a player is fouled, a foul received is credited to an
▼ A player of that team is holding or dribbling a live ball. opponent.
▼ The ball is at its disposal for a throw-in during an out-of-
bounds situation. In the case of a disqualifying foul, if the foul is committed on a
▼ The ball is at the disposal of a team for the first or only free player who is in control of the ball, then a foul received is
throw. awarded to this player.
▼ The ball is being passed between teammates.
MINUTES PLAYED
If the offensive team is forced into a held ball by the actions of Minutes played must be kept and recorded either to the second
a defensive player, the result of the alternating possession rule or to the nearest minute.
will determine the statistics to be awarded:
For computing in full minutes, times less than 30 seconds should
▼ If the offensive team wins possession because of the alter- be rounded down and times of 30 seconds or more should be
nating possession rule-NO statistics are awarded. rounded up.
▼ If the defensive team wins possession as a result of the
alternating possession rule-award a turnover to the offen- Therefore, 3:50 becomes 4 minutes for the player. 5:10 becomes
sive player at fault and a steal to the defensive player that 5 minutes.
initiated the turnover.
The sum total for each period must equal 50 minutes or 25 min-
It can sometimes be difficult to decide if the passer or receiver utes for overtime periods.
is responsible for a turnover when the receiver fumbles a pass. If a player plays less than one minute in a game, then he must
If the statistician considers the pass should have been caught, be credited with a full minute.
award the turnover to the receiver, but the general rule is that
the passer is responsible for the pass. The statistician must balance minutes played to ensure they
In some situations, a turnover could be classified as more equal the required game minutes.

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REFEREES, SCORER’S TABLE AND COMMISSIONERS

RIGHT OR WRONG?

QUESTIONS resumes, shall team A have only 4 the basket when the ball is touched by
1. A3 has been in the team B restricted seconds remaining in which to cause A4. Has A4 committed interference with
area for two seconds when A3 relea- the ball to move to the frontcourt of the free throw?
ses a shot for a goal. The ball strikes team A? 8. During a loose ball situation, A2 gains
the backboard but does not touch the 5. While A3 is dribbling the ball in the team control of the ball while lying on the
basket rim and then rebounds to A3 A backcourt, A5 remains in the team B floor. A2 then rolls in an attempt to pass
who is still within the restricted area. restricted area for more than 3 the ball to A4. Has A2 committed a tra-
A3 gains immediate control of the ball seconds. Has A3 committed a 3-second vel violation?
and then pivots in the direction of the violation? 9. The assistant coach of team B reque-
6. B3 fouls A2 during A2's unsuccessful sts a time-out? Shall the time-out be
basket in preparation for releasing a
shot for a goal, after which A4 fouls B4 granted?
new shot for a goal. Shall a 3-second
before the ball has become dead. The 10. A5 is wearing protective equipment on
violation be charged to A3? officials award A2 two free throws, to A5's upper arm. The equipment is suffi-
2. A5 is awarded one free throw. Coach B be followed by the awarding of a throw- ciently padded. Shall A5 be permitted to
instructs team B players that they not in to team B. Following the free throws participate in the game?
occupy lane places during the free by A2 but before
throw. Shall a technical foul be charged the ball can be ANSWERS
to coach B? placed at the 1. No. (Art. 26.1.1; team 3. Yes. (Art. 19.2.4)
3. A2 appears to be injured and coach A disposal of a
comes onto the playing court to assess control ended with the 4. Yes. (Art. 28.2.2)
team B player for release of the ball on 5. No. (Art. 26.1.1)
A2's injury. After 50 seconds has pas- the throw-in,
sed, A2 has recovered and is prepared the first shot for a 6. Yes. (Art. 19.4.1,
team A requests goal) final paragraph)
to continue participating. Team A has that A8 substitute
no substitutes available. Shall A2 be 2. No. (Art. 43.2.4; although 7. No. (Art. 31.2.5,
for A2. Shall the a team is "entitled" to third bullet)
permitted to remain in the game without substitution be
penalty? lane places, it is not 8. Yes. (Art. 25.2.3)
permitted?
4. Team A has had control of the ball for 4 required that the lane 9. Yes. (Art. 18.1)
7. A final free throw
seconds in the team A backcourt when by A1 is within places be occupied) 10. Yes. (Art. 4.4.2)
a double foul is committed. When play
FIBA ASSIST MAGAZINE | 15 2005 | PAGE 45
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14_047_049.qxd 22-07-2005 17:14 Pagina 47

SPORT MARKETING AND MANAGEMENT

MARKETING YOUR
SPORT FRANCHISE
OUT-OF-SEASON place community relations functions sepa- possesses a sport franchise faces some
rate from marketing functions, activities in sort of community-wide issue or cause.
both realms should possess a symbiotic re- The sport organization seeking to esta-
lationship. By definition, community relation blish relationships with its fans and resi-
activities impact sales, generate positive dents of the community is wise to cham-
public sentiment toward the sport organiza- pion one of these causes, showing lea-
tion, and help build long-term relationships dership by involving not only organiza-
by John Clark with the community1. With this definition as tion employees, but players and coa-
a foundation, we can then explore the parti- ches as well. The benefits reaped by the
culars of how a sport organization can em- organization for sending staff and
ploy community relation and marketing acti- players to such an activity reaches far
John Clark is Assistant Professor of Sport vities to promote the franchise and foster re- beyond most traditional marketing
Management at the Robert Morris Univer- lationships with both current and potential efforts. For instance, in the United Sta-
sity. He published researches on sport customers. tes, many National Basketball Associa-
marketing, and has been consultant for tion (NBA) franchises are involved in a
the NBA, the MLB (Major League Base- 1. Create events that directly benefit the nation-wide project called Habitat for
ball), the NCAA, and other pro and college organization's designated charity. Sport Humanity, where different community
sports organizations. organizations, particularly those that are groups band together to build affordable
at the highest level, sometimes face fan housing for low-income residents of the
As the basketball world congratulates the apathy when there are no games being community. Players, coaches and front-
San Antonio Spurs on their recent NBA played. Part of this fan apathy stems office personnel work side-by-side with
championship, many people outside of the from fan perceptions that players are other community members (and the
sport industry may think that, like the over-paid, and greedy ownership gou- soon-to-be new homeowners), erecting
players, front office personnel in the ges fans at the box office, concession the walls, nailing shingles on the roof,
Spurs' and other NBA organizations are stand and merchandise kiosk. An effec- painting, etc. Naturally, the franchise
afforded three months of vacation before tive method of alleviating these apathe- sends a press release to the local media
the next season. Of course, those in the in- tic feelings is to demonstrate that the or- so there is coverage of the activity in the
dustry know that this is not the case. Much ganization is involved in the community local newspaper and on the local televi-
like the players who have to begin their through charitable giving. For example, sion networks.
physical training in preparation for the in the United States, some National
grind of the NBA season, front office per- Football League (NFL) franchises host 5 3. Create fun events for fans showcasing
sonnel, particularly the sales and marke- or 10 kilometer run /walks, where the the sport organization and the sport or-
ting staff, must also prepare for the next proceeds from event registrations are ganization's sponsors. This strategy
season. Even though the competitive sea- funneled to a designated charity. The creates value for the sport organization
sons of most professional sport leagues event and cause are publicized in the lo- on multiple fronts. First, by staging a fun,
across the globe have extended further in- cal media, and a local radio or television family event, the sport organization posi-
to the year, there still remain precious station is usually a presenting sponsor in tions itself as a caring organization that
months where a sport organization must order to get better coverage for the considers its customer base. Secondly,
concentrate their marketing efforts to re- event. Sponsors of the organization also the sport organization affords itself the
main in the public eye and media spotlight benefit, as they can be offered sponsor- opportunity of marketing ancillary pro-
when their team is not competing. The ob- ships of the event for a nominal fee (whi- ducts to the attendees. Ticket sales ac-
vious question is: How do you market your ch covers the cost of staging the event). count executives can be present to an-
organization when there are no games or The sponsors not only receive positive swer questions or distribute information.
players to feature? The answer to the afo- public relations for their involvement, Merchandise and apparel bearing the
rementioned question lies in the synthesis but they can also interact with members sport organization's logo can be sold,
of community relations and marketing of their customer base. and concession stands can be opened
efforts. for the attendees. Attendees can tour
2. Involve franchise personnel and players the stadium or arena, collect autographs
Despite organizational hierarchies that in charitable acts. Every community that from players, ask questions of the coa-

FIBA ASSIST MAGAZINE | 15 2005 | PAGE 47

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SPORT MARKETING AND MANAGEMENT

ches or general manager, and participa-

te in interactive activities set up by the
sport organization. Thirdly, by including
corporate sponsors in the event, the The Steelers also host several events for
sport organization is providing a value- the public at their stadium during the off-
added component to the sponsorship season. In addition to the aforementioned
agreement. Sponsors would be able to stadium tours, the Steelers host a commu-
not only have signage at the event, but a nity party during the July 4th national holi-
real presence, complete with staffed day celebration, where fans can enjoy in-
kiosks that offer special deals to the teractive activities, food and beverage, as
event's attendees, as well as other well as a prime seat to watch the City of
informational material depending on the Pittsburgh's fireworks display. Again,
nature of the sponsor organization. This Steelers sponsors are present to interact
type of event can be open to the public, with the attendees.
or be staged for a segment of the sport The final example from the Steelers orga-
organization's stakeholders. nization involves a segmented off-season
activity. This past April, the Steelers orga-
An excellent example of these types of nization hosted an invitation only scree-
off-season marketing strategies can be ning of its past season's highlight video at
found in the Pittsburgh Steelers (NFL) or- their stadium. The Steelers strategically
ganization. The Steelers organization is invited current and potential corporate
very popular in this western Pennsylvania partners, provided food and beverage, in
market; yet, the organization makes every what was essentially a giant business
effort to strengthen its ties to the commu- networking event. Attendees were ad-
nity. For strategy #1, the Steelers host an dressed by the Vice President of Marke-
annual 5k run that begins and ends in their ting and the team's Director of Player Per-
stadium. The event is promoted on the sonnel before viewing the highlight video.
Steelers website, as well as on the televi- The event was held at a time of the year
sion and radio stations of its media part- when the Steelers were closing new bu-
ners. Prominently mentioned on all the siness, and the event afforded potential
promotional vehicles is the cause benefi- sponsors the ability to learn first-hand, the
ting from the race-a scholarship fund for effectiveness of a sponsorship with the
inner-city children. Gatorade, a sport drink organization.
brand that is the title sponsor of the event,
distributes its beverages to race partici- Because sport organizations face increa-
pants, thereby allowing Gatorade to place sing competition from all areas of the
its product in the hands of consumers and sport / entertainment industry, it is impera-
potential consumers. tive that a sport organization remain visi-
ble in the public's eye year-round. The
The Steelers also provide an example for strategies discussed in this article are
strategy #2, where both former and current methods for reaching out to the both cu-
Steelers players joined forces to help re- stomers and potential customers alike, as
build areas of the city struck by a devasta- well as providing added value for corpo-
ting flood. 84 Lumber company, a building rate partners. The ultimate payoff is unwa-
supply firm and Steelers sponsor, donated vering community support, a stadium that
materials and employees to help the Stee- is full when the season resumes, and in-
lers in their efforts. This activity was cove- creased revenues from all the revenue-
red by all local media outlets, generating si- generating streams.
gnificant positive publicity for the franchise
and sponsor.

In regards to strategy #3, the Steelers orga-

nization is among the most creative and ef-
fective. The organization created a traveling
Hall-of-Fame, replete with mementos and
exhibits from past and present Steelers
squads and interactive activities for all
ages. This traveling exhibit can be found at
shopping malls, schools, community festi-
vals and church picnics. Of course, several
of the franchise's sponsors receive promi-
nent signage on the exhibit.

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FIBA ASSIST MAGAZINE | 15 2005 | PAGE 49

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SPORT MARKETING AND MANAGEMENT

ORGANIZATION AND
by Mike Karnon

MANAGEMENT OF THE
MACCABI TEL AVIV
BASKETBALL CLUB
Mike Karnon is the Press Officer of the
Maccabi Elite Tel Aviv Basketball Club
(Israel).

Basketball was introduced to Israel

(then Palestine) in the early 1930s, and
Maccabi Tel Aviv Sports Club (establi-
shed in 1906) was one of the first to
create a basketball section in 1932.

The independent state of Israel was

established in 1948, and six years later,
the League Championship was laun-
ched. Maccabi Tel Aviv became the first
champion. In June 2005, the club cele-
brated its 45th League Championship.
The State Cup was introduced in the
1955-56 season and Maccabi has won
the cup 35 times since then. These are
unique records far beyond the achieve-
ments of any other European club. Club. Eight years later, Maccabi won its many sub sponsors. El Al, the Israel Air-
first European Cup. At that time, there line, is in its seventh year, NIKE Israel
In 1958, FIBA launched the European were no diplomatic relations between Ltd in its fourth, and Cellcom, Israel's
Champions Cup for Clubs and Maccabi Yugoslavia and Israel but the authorities largest cellular phone operator, in its fir-
Tel Aviv took part in the first edition. in Belgrade gave special permission for st year of sponsorship.
Maccabi has been involved in European El Al, the National Israeli Airline, to land
Cup competitions ever since, taking part there. More than 3,000 Maccabi sup- In the 1970s and 1980s, the club was run
in 577 games, winning 359 games, porters were at the Pionir Arena and by a small group of people, all volun-
playing in 12 finals, and winning the saw Tal Brody lift the Europe Cup after a teers, headed by lawyer Mizrahi, sup-
major competition on five occasions: 78-77 win over Mobilgirgi Varese, the ported by team manager Shmuel Mach-
1977 and 1981 (Champions Cup), 2001 Italian champion, five-time winners in rowski and treasurer Arie Baranovic. In
(Suproleague), 2004 and 2005 (Eurolea- the seven previous seasons. 1989, the club appointed Ami Eshel as
gue). Only Real Madrid has won more That team, with one or two changes, General Manager and he has been the-
European titles. Maccabi took part in se- stayed together for several seasons re ever since. In 1992, Mony Fanan re-
ven more finals (one in the 1967 Cup and played in three more finals, winning placed Machrowsky as team manager.
Winners Cup). The club has also partici- the 1981 edition in Strasbourg with a 80- Anybody familiar with European basket-
pated in four editions of the Interconti- 79 win over Sinudyne Bologna, another ball has met or heard about Mony, a
nental Cup and won the trophy in 1980. top Italian team. very special man, who is recognized by
all players, who have ever put on the
1969 is a significant year in the history of Since 1969, the club has been sponso- yellow vest of our club as the best team
the Maccabi Tel Aviv Basketball Club. red by ELITE, Israel's largest food com- manager in Europe. He is the heart and
That is when a young advocate by the pany. From 1991, it also carries its name soul of the team and has a huge part in
name of Shimon Mizrahi, an enthusiastic and is known as Maccabi Elite Tel Aviv. the success of the team.
supporter, became Chairman of the Over the years, Maccabi Tel Aviv had In 1995, the Maccabi Tel Aviv Basket-
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ball team has become a Share Com-

pany. There are now three groups of
owners, each with 33% of the shares:
David Federman and his sons Adi and
Dani, Raanan Katz (a former Maccabi
player) from Miami, Florida (represen-
ted by Zvika Katzir) and two other for-
mer Maccabi players, Tal Brody and
Doron Jamchy; and the Shimon Mizrahi
Group, which includes also Shay Reca-
nati and Mony Fanan.

Maccabi first home court was an open

court in the center of Tel Aviv. In the mid
1960s, the team moved to the Yad Eliyahu
open stadium (capacity 5,000), which
was covered in 1972, with a capacity of
10,000. Now, with its new name, NOKIA
Arena, owned by the Tel Aviv municipa-
lity, it is going through reconstruction
and in two years will become a most mo-
dern arena with a capacity of 12,000.

Maccabi is one of the best-supported

clubs in European Basketball. Eurolea-
gue games are played in front of a sold
out house, and most of them are season
tickets holders. Those colorful fans are

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SPORT MARKETING AND MANAGEMENT

renowned all over Europe. In 2001 there

were almost 9,000 of them in Paris-
Bercy for the FIBA Suproleague Final
Four, and in May of this year, about 7,000
of them, painted the Moscow Oliympi-
sky in yellow and saw their team win the
Euroleague title for the fifth time.

Season tickets are, of course, one of the

major incomes of Maccabi finances.
Sponsors, marketing, advertising, and
selling the TV rights are the others.
Maccabi's budget has gone up in the la-
st few years so to enable the club to si-
gn top players like Anthony Parker, Eu-
roleague MVP for the 2003/04 season,
Sarunas Jasikevicius, MVP of the
2004/05 Final Four, Nikola Vujcic, and
Maceo Baston.

Since the beginning of the new millen-

nium, Maccabi Tel Aviv has become
Europe's number one team. Led by
head coach Pini Gershon, the club took
part in five Final Fours, winning the
trophy on three occasions and being
the losing finalists in 2000 in Thessalo-
niki. In 2004, Maccabi organized the Fi-
nal Four in Tel Aviv for the second time
in ten years.

The club has always given special at-

tention to home players. Some of Mac-
cabi's great stars have come through
the ranks of the Youth Section: Tani
Cohen Mints, Mickey Berkowitz, Motty
Aroesti, Oded Kattash, Chen Lippin, and,
lately, Yotam Halperin. Most of the
players in the Youth Section make their
first steps in the Basketball Academy,
operated by the club. The aims of the
Academy are to teach children, from the
age of five, the basics of the game, to
develop coordination, and ball control.
The Academy started in Tel Aviv, but
nowadays there are 54 branches all
over the country in which 2,600 boys
and girls get familiar with the basics of
basketball. Head of this project is Ro-
nen Oren, who is the head of the Ba-
sketball Coaching School at Wingate
Sports Institute. All coaches and in-
structors in the Academy are gradua-
tes of coaching courses and work ac-
cording to the program developed at
the Basketball Academy.

The Youth Section consists of 14 teams,

who play in the various age group lea-
gues operated by the Israel Basketball
Association, starting with Mini Basket-
ball all the way up to the Juniors (under
18). Head coach of the section is Eli Ka-

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MACCABI TEL AVIV - CLUB ORGANIZATIONAL CHART

BOARD OF DIRECTORS
Shimon Mizrahi - President Adi Federman
Mony Fanan - Vice President Dani Federman
David Federman - Vice President Shay Recanati
Zvika Katzir Tal Brody
Doron Jamchy

PRESIDENT
Shimon Mizrahi

MANAGEMENT
Shimon Mizrahi Zvika Katzir
David Federman Nami Goldstein
Mony Fanan Ami Eshel

netti, a very experienced coach with

many years in the Premier League. Ka-
netti also coaches the team, which won VICE PRESIDENT G. M. VICE PRESIDENT
the Junior Championships for the 17th ti- David Federman Ami Eshel Mony Fanan
me. Several of his players are members
of the Junior National Team: Omri Caspi,
Gal Mekel, Daniel Gur Arie, Yonathan Shi-
fer, Omer Zamir, and Gil Bash. The Under
20 National Team, which will play this
summer in the World Championships in MARKETING MEDIA LEGAL YOUTH
Argentina, includes Yotam Halperin, Yo- Avi Albeck Mike Karnon
ADVISER Avi Reik
Beni Arnon
nathan Nir, Avi Ben Chimol, Anton Kazar-
novsky, and Erez Kohansky, all of whom
are graduates of the Maccabi Tel Aviv
Youth Section. P.R. ADMINISTRATION
President Shimon Mizrahi and his board FINANCIAL
AND
ACCOUNTING
Zvika Katzir
Nami Goldstein COACHING
TEAM
STAFF

are looking forward to the 2005/06 sea-

son. Maccabi has always believed in
continuation and that is why most
players and the coaching staff will carry
on for a third season.
For Mizrahi, it will be his 37th season in
charge, certainly another European re-
cord.
Mizrahi is considered now as one of the
top men in European basketball. He is al-
so the Deputy Chairman of the Israel Ba-
sketball Association, Member of the Eu-
roleague Board, Member of FIBA's By-
Laws Committee, and a member of the
Israeli Olympic Committee.

FIBA ASSIST MAGAZINE | 15 2005 | PAGE 53

13_055_056.qxd 18-07-2005 16:35 Pagina 55

FIBA RESEARCH AND STUDY CENTRE

PORTABLE BACKSTOP
by Walter Dejonghe
UNITS GAIN
IN POPULARITY
Walter Dejonghe is the General easily and safely be raised, lowered, ▼ Heavily padded base frames at a
Manager of the Export Division of and moved by one or two people. distance of minimum 325 cm from
Schelde International, a company that the board.
was among the first partners of the Portables are clearly the more profes- ▼ A center beam is used to attach the
FIBA Research and Study Centre in sional solution, but here are a few more rim; oversized holes or cutouts in the
1994. He is currently a member of the factors to consider in choosing a back- glass backboard effectively elimina-
FIBA Research and Study Centre stop: te the stress of a dunk on the glass
Decisional Board of the portable back- itself. This, together with a set of
stop category. Suspended units: standards for breakaway rims, has
▼ Tend to cost less. Cannot damage effectively taken care of the glass
When we think of basketball equip- the sports floor (unlike portables, backboard problems of the past.
ment, we tend to think of the sophisti- which are used on all kinds of
cated and very large portable goals floors, from hard to very soft, from These represent only a few of the
used in modern competitive arenas "point elastic" to "surface elastic." requirements to be met for FIBA-appro-
where the world's best athletes ▼ Do not require any space in the ved backstops; full details may be
perform. But, an entirely different level equipment room. found at www.fiba.com.
of equipment has been very instrumen- ▼ Retrofitting suspended backstops in
tal in the tremendous growth of the existing venues is not always possi- SELECTION PROCESS
popularity of this sport: that is, recrea- ble, due to load restrictions on roof Understandably, a number of important
tional basketball equipment. beams. aspects from the owner/user side can-
Wall-mounted or simple roll-in basket- ▼ Should not be used in arenas where not be addressed in the test criteria:
ball goals (units with instant adjustabi- the suspension height is over 10 m. ▼ Portable basketball goals are unique
lity of rim height), designed to cater to in the sense that they must be desi-
the needs of school-age players, up to Portable backstops: gned and built to withstand abuse
recreational adult play are vital pieces ▼ Are the only professional solution (i.e. players trying to rip the rim off
of equipment in every school gym recommended by FIBA, and requi- the backboard on a dunk; mainte-
because, almost from the time a child red by FIBA for high-level compe- nance people needing to set them up
can walk, he has a basket that he can tition. and tear them down in very "rushed"
shoot at and begin to develop an inte- ▼ Can be used as movable "shooting time frames, as well as transport
rest in the game. stations" for training and practice them within a building). This makes it
For more serious basketball competi- sessions. mandatory to purchase goals that
tions, three main types of equipment ▼ Space constraints in school gyms are of very high quality and strength.
are used: ceiling-hung structures; wall- or municipal sport centers often (Look for an ISO 9001 manufacturer
mounted structures; and portable units, make it impossible to use portables with an excellent reputation and a
which can be folded and rolled away (court lines too close to the wall). proven track record).
for storage. The portable units are now
most often used at the highest levels of SAFETY ASPECTS ▼ Since the portable goals are often
competition; portability has become Unlike in most other sports, basketball set up very quickly, it is vital that this
extremely important. equipment is truly a "part" of the game: process be precise and dependable.
the meanest slam-dunks can be very Therefore the more automatic and
PORTABLE UNITS VERSUS WALL-MOUNTED punishing for the backstop, but at the foolproof the process, the better the
OR CEILING-SUSPENDED STRUCTURES same time account for the most spec- product for its intended purpose.
Portable backstops, as they are com- tacular aspect of the game. This means that operating the unit
monly referred to, have evolved over Ever since its inception, the FIBA Study should be so simple that anyone can
the years from units that were heavy, Centre has monitored the development do it and get it right the first time. It
difficult and dangerous to move, into of a series of new backstop safety fea- should also be something one can
aesthetically pleasing units that can tures, such as: accomplish without the need of
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FIBA RESEARCH AND STUDY CENTRE

external forces, such as electricity. ▼ The worst nightmare at any compe- should be designed to prevent inexpe-
Modern spring-operated units, pro- tition is to have a piece of game rienced manufacturers (who do meet
perly counterbalanced, can be set up equipment break down in the midd- the test criteria but have no experien-
by one person in minutes and will le of a contest. It is therefore ce with top level events) from sup-
perform this way for, literally, deca- important that the goals be virtual- plying their equipment to Level 1
des. Schelde invented this system in ly unbreakable. When considering events without (x) years of proven
the 1970s and most backstop manu- such a purchase, it is best to buy experience. In the interest of the
facturers have since adopted it. from a company whose products game, ways should be found to ban
have been used in such venues for local politics or other disturbing fac-
▼ Portable goals need to be stable, many years and proven their relia- tors from the decision-making process
which implies "heavy." Yet they must bility. at this level.
not damage the flooring where they
are set up. It is therefore important At the same time, one must be aware of Basketball is a constantly evolving
to purchase well-engineered units, the fact that the choice for a certain game; the standards need to evolve
manufactured by a company whose brand or make for top level tourna- too. If we want the game's popularity to
engineers have given great conside- ments is more likely a matter of spon- continue to grow, it will take the coope-
ration to the issue. Spreading the sorship rather than the result of a care- ration of the proven manufacturers
weight over the floor properly is a ful comparison of product features. (who have been serving this market for
major consideration. Professional several decades already), and the
companies offer tailor-made solu- In addition to the existing technical vision and leadership of an organiza-
tions with extra wheels, additional requirements, it would seem to be in tion such as FIBA.
ballast weight, and shortened base the interest of everyone involved in the
frames in order to provide truly game if even more consistent stan- I believe this is the only way to achieve
custom solutions. dards are developed. Standards constant progress.

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DOCTORS, TRAINERS AND CONDITIONING COACHES

BODY COMPOSITION
AND VERTICAL JUMP
PERFORMANCE IN
JUNIOR PLAYERS
Ivan Fattorini is a Doctor and Professor, member of basketball players assessed with the Bosco’s tests.
by Ivan Fattorini
the Faculty of Kinesiology, University of Zagreb, The results will be considered as the whole and
Croatia, and at the Childrens Hospital, Medical then it will be determined whether there are any
School, University of Zagreb. differences in the monitored characteristics that
relate to the position on which the player plays in
INTRODUCTION the game.
Morphological characteristics of athletes determi-
ne the success in particular sports events in RESEARCH METHODS
various ways. The knowledge of these characteri- The sample was comprised of basketball players
stics is necessary to establish their importance for who were the members of Croatian national junior
the success in competitive sport. The research on team (N=15). The mean age of the players was
the influence of these characteristics in sporting 18.7±0.6 years. Body composition in basketball
games (soccer, handball, basketball, volleyball) is players was determined by means of bioelectrical
of particular complexity, because the success in impedance method applying the equipment Body
the game depends, among other things, on how the Analyzer, produced by the US company
individual characteristics of some players fit into Danninger. The percentage of body fat (% FAT)
the whole, thus creating a coherent team. and lean body mass (LBM) were analyzed.
Basketball is a sport that consists of activities of According to the instructions of the International
short duration but high intensity during the course biological program14 the following anthropome-
of the game. There are great physical demands on tric variables were measured: body height (HEI-
the functional capabilities of the players. Great phy- GHT), body mass (MASS), length of the leg (LEG
siological demands necessarily influence the LENGTH), length of the arm (ARM LENGTH), bia-
morphological characteristics. Further on, basket- cromial (BIACR. SPAN) and bicristal (BICR. SPAN)
ball is the game where size, shape and body com- span, knee (KNEE DIAMETER) and elbow (ELBOW
position play an important part in providing distinct DIAMETER) diameters, upper arm girth (UPARM
advantage for specific playing positions. GIRTH), forearm girth (FOREARM GIRTH), thigh
One of the dominant requirements for success in girth (THIGH GIRH) and calf girth (CALF GIRTH).
basketball is explosive power. For the lower body, Four skinfolds at triceps (TRICEPS SKINFOLD),
this is perhaps best exemplified by the vertical subscapular (SUBSCAPULAR SKINFOLD), thigh
jump. During vertical jumping, the muscles about (THIGH SKINFOLD) and medial calf (CALF
the hips, knees, and ankles act rapidly and with SKINFOLD) sites (mm) were also taken.
great force in an attempt to produce the greatest The following tests for the evaluation of vertical
possible velocity for the body as it leaves the jump performance were administered: squat jump
ground. The jump height is ultimately determined by (SJ), counter movement jump (CMJ,) multiple jumps
the takeoff velocity. Most jumping activities in test in 15 seconds (MJ15), and the Seargent test.
basketball involve a counter-movement during The obtained results were processed by means of
which the muscles involved are first stretched standard statistical procedures for determining the
rapidly and then shortened to accelerate the body basic descriptive statistical parameters—arithme-
upwards. tic means (AM) and standard deviations (SD). Both
The objective of this article is to determine the body the minimal and the maximal values measured
composition and morphological characteristics in were recorded (MIN, MAX). The differences
basketball players who were the members of between the groups were analyzed by means of the
Croatian junior national team. The other aim is to Student’s t-test. Data processing was done by the
evaluate vertical jump performance in young statistical package SPSS for personal computers.
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DOCTORS,
DOCTORS, TRAINERS
TRAINERS AND CONDITIONING
AND CONDITIONING COACHES
COACHES

RESULTS AND DISCUSSION many jumps in attack and defense. The centers had the grea-
The results are presented in tables. In Table 1, there are test amount of body fat but they also have significantly the
descriptive parameters of the anthropometric variables of the highest levels of muscle mass percentage. Body composition
whole group. In Table 2, there are arithmetic means and stan- of players studied is probably, at least to some extent, the
dard deviations of measured variables for the basketball result of the training process and of the specificity of the posi-
players at different playing positions (centers, guards and tion players occupy in the field.
forwards).
Table 2. Arithmetic means of morphological characteristics
Table 1. Basic descriptive statistical parameters of morpholo- according to field position (bold values are statisticaly signi-
gical characteristics ficantly different)

AM SD MIN MAX GUARDS FORWARDS CENTERS

AGE 18.7 0.6 17.0 19.0 AGE 18.8 18.5 18.6
MASS 89.2 10.5 70.7 105.3 MASS 81.2 88.3 99.4
HEIGHT 198.4 6.6 188.6 212.0 HEIGHT 192.3 198.6 205.5
LEG LENGTH 114.5 3.4 107.4 119.6 LEG LENGTH 111.2 115.0 118.0
ARM LENGTH 87.9 3.2 81.2 91.9 ARM LENGTH 85.2 88.8 90.4
BIACR. SPAN 43.6 2.0 40.2 47.0 BIACR. SPAN 42.9 43.6 44.4
BICR. SPAN 30.5 1.3 28.0 32.5 BICR. SPAN 29.8 30.4 31.5
ELBOW DIAMETER 7.3 0.4 6.5 8.3 ELBOW DIAMETER 7.1 7.3 7.4
KNEE DIAMETER 10.1 0.5 9.3 11.0 KNEE DIAMETER 9.7 10.2 10.5
UPARM GIRTH 30.7 1.7 28.2 34.5 UPPER ARM GIRTH 29.9 30.3 31.8
FOREARM GIRTH 28.2 1.6 26.1 31.7 FOREARM GIRTH 27.3 27.7 29.6
THIGH GIRTH 58.7 3.5 52.5 63.0 THIGH GIRTH 56.7 58.1 61.6
CALF GIRTH 38.8 2.5 35.2 44.2 CALF GIRTH 37.4 37.8 41.4
SUBSCAPULAR SKINFOLD 8.3 0.9 6.6 10.2 SUBSCAPULAR SKINFOLD 8.1 8.0 8.6
TRICEPS SKINFOLD 7.9 1.5 5.9 10.4 TRICEPS SKINFOLD 8.1 7.7 7.9
CALF SKINFOLD 6.6 1.1 4.3 8.7 CALF SKINFOLD 6.3 6.0 7.3
THIGH SKINFOLD 10.8 3.1 5.3 15.3 THIGH SKINFOLD 9.2 10.4 13.0
% FAT 11.7 1.6 8.8 15.0 % FAT 11.6 11.0 12.2
BMI 22.6 1.7 19.8 25.3 BMI 21.9 22.3 23.5
MUSCLE MASS 57.1 8.2 43.9 69.1 MUSCLE MASS 51.1 55.4 65.7
% MM 63.9 2.7 59.1 69.8 % MM 62.9 62.7 66.1

As expected, the average body measures of young basketball The average values of all measured vertical jump tests were
players greatly exceeded that reported for normal male popu- better than the values reported for normal population but
lation in Croatia, as well as those of male junior elite players significantly below the results reported for Italian or American
in Croatia some years ago. They were similar to senior elite basketball players of the same age. Only the results of the
players in our country and some other European countries. Seargent test were comparable to reported values for world-
These differences could be the result of both selection and class basketball players.
acceleration, but are also pointing out a long-term trend of When mean values of vertical jump tests were computed for
increased height in basketball, although it is less evident in different field positions, forwards were the best in squat jump,
recent time. This is in agreement with Alexander’s study, guards in counter movement jumps and multiple jumps in 15
which considers height as a good predictor of basketball seconds, and in the Seargent test.
performance, rebounding ability, and points scored. The vertical jump performance of players studied is probably
When mean values of anthropometric variables were compu- the result of the training process and of the specificity of the
ted for different field positions, the centers, followed by position players occupy in the field. The guards have the
forwards, had largest height, limb lengths, circumferences, lowest values of body height and they have to compensate for
and widths. As shown in many other studies, the centers were this insufficiency by higher vertical jumping performance. This
tallest and heaviest. Next were the forwards and the shortest is shown through the values of counter movement jump which
and lightest players were the guards. For most of the game, demonstrate that guards are the best users of the stored ela-
centers play near the basket where size is advantageous. This stic energy in the muscles and tendons. The centers, who are
inside basketball play involves considerable contact that the tallest, have lower vertical jumps than the shorter
requires substantial weight to maintain stability in a stationary forwards and guards.
position as well as while executing a skilled movement pat-
tern. Table 3. Arithmetic means of vertical jump performance in
The lowest values of skeletal dimensions, body mass and basketball players according to field position
volume, were recorded in guards, who differed significantly
from the centers regarding those variables. SJ (CM) CMJ(CM) MJ15(CM) SEARGENT(CM)
The content of body fat in junior basketball players ranged GUARD 38.7 41.9 35.5 64.4
from 8.8 to 15 % (mean = 11.7%), significantly below the ave- FORWARD 39.6 39.7 35.0 63.2
rage for a comparable sample of male students in Croatia. CENTER 37.3 40.1 33.9 59.6
This is probably a result of a modern fast basketball play with
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DOCTORS, TRAINERS AND CONDITIONING COACHES

INJURY PREVENTION:
by Francesco Cuzzolin
DRILLS ON THE COURT
Francesco Cuzzolin, since 19 years, is a
strenght and conditioning coach. He
worked for Benetton Basketball team in
Treviso, then he went to Virtus Bologna
and, since four years, is back to Benetton.
He is Professor at the Motor Skills
Science School at the University of Padua
(Italy).

The technical and physical evolution of

basketball over the past few years has hel-
ped athletes reach newer performance
plateaus, but it has also made athletes
bear even greater physical stress.
The number of training sessions, com-
petitions and trips, especially for
players, who have to play in internatio-
nal competitions, makes it very hard to
organize physical work so the player
will be in peak physical condition and
still turn in the best performance on the
court when needed.
Unfortunately, there is something that
often hinders the formulation of training
programs that puts at risk the entire sea-
son: the health of the players and the pos-
sibility of injury.
Athletes hope to remain active and in
peak form over the course of a lengthy
career. With that in mind, the job of the
conditioning coach takes on much more
importance.

How is possible for a conditioning coach to

create a comprehensive and effective plan
that prevents the players from injuring
themselves while still leaving them in the
best physical shape possible? In my opi-
nion, this aspect of my job is the most
important because the quality and the
quantity of the physical work that the team
will be able to do depends on it.

To plan an effective prevention program

for a team, each team member must
understand the following:

PREVENTION
1. Structural
2. Methodological
3. Behavioral
4. Technical
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DOCTORS, TRAINERS AND CONDITIONING COACHES

STRUCTURAL
1. Level of musculoskeletal functionality
of the athletes in relation to their age;
2. Postural balance;
3. History of past injuries and level of
recovery.

METHODOLOGICAL
1. Level of conditioning of the athlete in
proportion to the workload he will
undertake;
2. Habits and method of work used by the
athlete in the past;
3. Habits and method of work used by the
coach in the past.

TECHNICAL
1. Type of preparation used in training for
games, and the stressful and regenera-
ting drills;
2. Synergistic planning between the work
of the therapist, conditioning coach,
and head coach;
3. Management of situations with high
risk that can occur on the court.

BEHAVIORAL
1. Lifestyle of the athletes;
2. Psycho-emotional status in relation to
the family situation;
3. Contract status and future perspectives.

The elaboration of this information will

allow the conditioning coach to create
and propose some strategies for preven-
ting injuries. Each prevention program is
individualized, created in relation to the
special needs of each player, the number
of minutes played, injuries suffered, and
special weaknesses. However, I think that
much can be accomplished if a team
incorporated prevention programs. This is
a new aspect of the job of the conditioning
coach, but, as new research has already
confirmed, there is plenty of room for
improvement.
That is why, with a modern conception of
the job of the conditioning coach, we can-
not avoid to insert some drills that have a
specific preventive purpose.
Some injuries, in fact, have a traumatic or
accidental origin, that can hardly be pre-
vented; other injuries depend on a situation
of muscle -skeletal overload, or a particular
weakness that can be prevented.
Preventive practices depend on the expe-
rience of the therapist and of the conditio-
ning coach, regarding the functional tests,
the joints' range, kinesiological and postu-
ral tests, applied to the discipline where we
want to operate.
The level of competence depends on the
formation received and on the competence
gained during the years, and I do not think

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there is only one way to reach a good LEVEL TWO

level of competence. Middle circuit or from the cerebellum,
Other drills, that I am going to explain where the adaptation answers are refer-
later with some example, depend on rea- red to automatic actions, stimulated by
ding the movements that the athlete the preservation of balance in natural
makes to practice his sport. He can run, conditions requested.
jump, shoot, but the intensity and the how
he moves uses depends on the ability of LEVEL THREE
the athlete and on the level of prepara- Long circuit or from the cortex, where we
tion, but also depends on the biomecha- try to improve the motor control for a final
nics of the movement. integration of the information received,
It is possible that the athletes, even if they with answers determined by specific abi-
are pros, do not have the best execution lities gained.
technique, that depends on a number of
factors. For example, if every time our player
quickly decelerates, or stops, and this
MAIN REASONS OF INJURIES action does not happen in a sequence
Traumatic with heel and forefoot, there could be
1. Blows some problems. A smaller involvement of
2. Falls the hamstrings as the muscles, which
3. Sprains move forward the shinbone, supporting
4. Loss of control of the technical action the control and the stability of the knee,
can cause:
Because of an overload 1. Decrease of stability of the ankle;
1. Overtraining 2. Decrease of stability of the knee;
2. Microtraumas 3. An increased a patellofemoral
3. Imbalances overload;
4. Decrease of control of the technical 4. An increased overload of the infrapa-
action tellar ligament;
5. Decrease of stability of the hip;
There are technical actions that appa- 6. Decrease of control of the dorsolum-
rently don't seems to be traumatic, or bar part of the back.
moments during the practice or the game
where the athlete's ability to control dif- If the athlete, when he decelerates, also
ferent limbs decreases, for example, changes direction, we must add to the pro-
because of the tiredness. In these situa- blems listed above also the problems that
tions the risks of an injury increase. The regard the rotating movements that often
proprioceptive and articular balance abi- cause injuries to the ligaments. These
lities are intrinsic qualities to the move- overload situation must be considered and
ment, that can be trained and improved trained in the most functional and econo-
with specific drills, also on the court. A mical way possible, to allow to the athlete
lot of basketball players carry on the the adjustments that will help him to avoid
court some problems due to a rehabilita- or reduce the periods of forced inactivity.
tion not correctly done; they play with Working with professional players, it is
wrapped ankles, or simply they have not sufficient to apply the modern know-
never trained these qualities specifically. ledges to let them recover completely;
For this reason, planning some drills the most important thing to do is to under-
during the whole season can be extre- stand the reason of the injury, trying to
mely to avoid injuries. work for limiting, possibly avoiding, and
It is necessary to develop some drills the risk the same thing happens again. In
that include different levels for a cor- this project, a big part of the work is com-
rect work, during the practice, of the petence of the conditioning coach.
sensorial, proprioceptive and motor
system, that will be specific for the PROPOSALS Substantially the athlete, to move, alterna-
sport practiced. The analysis and simplification of some tes a sequence of standing only on one foot
We can catalogue these levels as fol- basic movement for basketball game, but in different directions, with different width
lows: we can make a lot of similarities with and quickness. To simplify, the drills will be
other team sports, will allow us to create executed in six ways:
LEVEL ONE a sequence of drills to do on the court, to
Short circuit or from the spine, where the train the athlete to execute these actions 1. Going forward;
adaptation answers are referred to in the best and most functional way, with 2. Going back;
reflected actions stimulated by the defen- a great advantage in preventing injuries, 3. Laterally;
sive or balance mechanisms or in condi- but also as an improvement of his athle- 4. Going forward, diagonally, with an angle
tions of physical stress. tic and technical performance. of 45°;
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DOCTORS, TRAINERS AND CONDITIONING COACHES

5. Going back, diagonally, with an angle explained before. One of the biggest the second one is two or three seconds
of 45°; advantages is the simplicity of their exe- maximum long. The hop will be executed
6. Crossing forward. cution, and the possibility to make all the at the beginning, at the same direction of
team work at the same time and without the first stop, skimming the court and
In all of these actions, the joints' involve- any other tool, only the basketball court. If close. Later, when the athlete will be fit
ment is in charge of the joints of the ankle, the following drills are used for a basket- to the stimulus, you can vary all of the
of the knee and the hip. ball team, please divide the team in three parameters.
or four lines on the baseline. The athletes
In a first phase, pass from a dynamic must be distant between each other, to STEP, BACK AN STICK
situation, made by little jumps, fast walk, allow them any movement, if they lose The same sequence of drills proposed
jogging or running, to a static situation, balance, avoiding the risk to hit a team- before can be executed also making the
standing only in one foot, trying to stop the mate. The drill is executed until the midd- athlete do, after a first stop, a hop in a
inertia of the body, with the knee bent, and le of the court, usually three or four repe- direction opposite to the previous one,
maintaining the balance for two or three titions for each leg. Then, I will propose before a second stop. The first stop is
seconds. Then, continue executing the some appropriate dynamic drills, skip, usually very short, just to change direc-
same movement with the other limb. hops, slides, sprints, to repeat the move- tion; the second one is long two or three
ments previously executed. second maximum. The same exercise can
In a second phase, pass from a dynamic be executed on the baseline, or on the
situation to a static one, to introduce, STEP AND STICK half-court, alternating three steps in
later, an hop in the same or another direc- 1. Make three steps going forward. At place, a hop in various directions and,
tion, to stop, then, standing only on one the third step; stopping rolling from the after having load the limb, push for going
foot, maintaining the balance for two or heel to the forefoot, stop with the knee back at the starting position. This exercise
three seconds. bent for two or three seconds, main- is very effective, but it must be used with
taining the balance. Repeat the drill on caution, with athlete who are healthy and
Planning the practices, we want to gra- the opposite side. In the other half that already have a good knowledge of
dually increase the difficulty in stabilizing court, execute a allow skip or a hop- the exercise proposed, because of his
the articulations, maintaining the balance, ping steps. Execute a round trip. high eccentric component.
as the following the progression: 2. Like the previous drill, but going
1. Increase the load: we can work on the back, in the other half court, run or STEP, SPIN AND STICK
distance between the steps, we can jump back. This drill is extremely difficult, also becau-
decrease the articular angles, or 3. Go forward with a sliding step diago- se of a high stimulation of the vestibular
increase the weight of the athlete nally, with an angle of 45°; at the third apparatus. The drill is executed exclusi-
(barbells, medicine balls, etc.); step, stop with the knee bent. Repeat vely with movements to go forward and
2. Increase the instability: we can propo- the drill on the opposite side. On the back. Talking of rotation, I mean starting
se movements of the head, or we use other half-court, slide diagonally, with a step forward, rotate with three
some wobble boards, dyna disc, airex changing the side every three steps. steps of 180°, and stop with a step back.
pad, bosu, etc.; 4. Go forward with a sliding step; at the Then, start with a step back, rotate with
3. Increase the difficulty, adding or third step, stop with the knee bent. three steps of 180°, and stop with a step
mixing up the previous points, or intro- Repeat the drill on the opposite side. forward. There is also the possibility to
ducing some rotatory movements; On the other half-court, slide laterally. rotate of 360°.
4. Increase the specificity, introducing 5. Go back with a sliding step diagonally,
the ball. with an angle of 45°; at the third step, CONCLUSIONS
stop with the knee bent. Repeat the Very rarely, in the past, people talked
The number of repetitions depends on the drill on the opposite side. On the other about injury prevention. A lot of doctors
level of efficiency of the athlete, on his half-court, slide back diagonally, and therapists considered exclusively
knowledge of the drills, on the necessity changing the side every three steps. therapies and cures. Among the conditio-
of corrections, on the arrangement of the 6. Go forward laterally, crossing the first ning coaches, just a little of them had the
session inside the workout and on the step behind the body, with the left leg competences to recover, with scientific
total planning of the work. The first drills if going on the right; execute a lateral procedures, an injured athlete. So, it was
that will be proposed, the easiest ones, step with the right leg, then cross impossible to think about procedures of
can be used also as a warm up. Usually, forward with the left one, stopping as work to decrease, if possible, the number
because of the fact that these drills are explained before. Repeat the same of injuries, when, very often, the work of
very serious, on a muscular and articular movement on the same side until the the conditioning coach was the real
point of view, and also for what regards half-court, changing the side when cause of them.
the nervous system, we need a good executing the return. After the half- Usually, people think that, to obtain
warm up. Sometimes, we can put these court, execute a carioca run. rewarding results, it is necessary a very
drills at the end of the practice session, expensive technology, or a very deep
just to evaluate the reactions of the athle- STEP, JUMP AND STICK knowledge.
te when he is tired. The same sequence of drills proposed In my opinion, a lot can be done, also in
before can be executed also making the the day by day work, with very simple
METHODS athlete do, after a first stop, a hop, befo- experiences, that apply the logic of the
The drills that I am going to present are re a second stop. The first stop is usual- knowledge of the movement, with another
basic to start to apply the concepts ly short, one or two seconds maximum; point of view and a new important goal.
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DOCTORS, TRAINERS AND CONDITIONING COACHES

The Functional
By Walid El-Bermani
Anatomy of the
Foot and Ankle
Walid El-Bermani is Associate Professor talus is wider anteriorly, thus limiting The lateral point of the axis is transitional
of Anatomy and Cellular Biology at the extension to 20 degrees and locking the on a curved track as the flexion continues
Tufts University School of Medicine, ankle during the swinging phase, and in through the 45-degree range. Any excessi-
Boston. transition between mid-stance and push- ve sudden flexion will jam the posterior
off during the stance phase of walking. medial edge of the talus against the poste-
This presentation offers practical guideli- The check ligament for this extension is rior edge of the tibial ridge and result in an
nes diagnosis of injuries to the ankle and the posterior talo-tibial and talo-fibular articular lesion of the talus. It may be asso-
foot. ligament. There is a possibility of damage ciated with partial or full rupture of the pri-
The first row of tarsal bones are organized here during excessive forceful extension, mary target, anterior talo-fibular or talo-
in a series due to the 90-degree medial inducing a lesion of the anterior lateral tibial ligaments.
rotation of the lower limb, forming an arc articular edge of talus. The ankle has been Greater than eight-degree increases of
posteroanterior and lateromedial to described as a hinge joint with the axis the talo-tibial angle is an indication of
increase the weight-bearing area and act between medial and lateral malleolus subluxation of the deltoid ligament and
as a shock absorber for the impact of the parallel to the lower surface of the tibia. lateral calcaneofibular ligaments, which
heel strike with the ground. For the mortise This is true only in the neutral position of results in an unstable ankle.
of the talus, a tunnel is formed by the tibia the ankle; the first degree of flexion crea- The midline axis of the foot is a line from
medially, the fibula laterally, and the upper tes a drop of the lateral side of the talus the mid-groove of the cupula of the talus
surface of calcaneum. The cupula of the creating a 5- to 8-degree angle. through the second metatarsal bone. The

COMMON INJURY SITES: THE MEDIAL PART OF THE FOOT

Anterior talus tibialis ligament Posterior tibialis tendonitis

Tibial-navicular ligament Posterior talus injury
Anterior tibialis tendonsynovitis Calcaneal compression tendonitis
Extensor hallucis longus tendonsynovitis Flexor hallucis longus tendonitis

Tendinis Achillis
Tendonitis
Bursitis

Posterior talus-tibial ligament

Bursitis Tuberculum of first metatarsal ligament Medial calcaneal tuberculum
Sesamoiditis Anterior tibial tendonitis Deltoid ligament
Arthritis

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DOCTORS, TRAINERS AND CONDITIONING COACHES

second metatarsal head is wedged

between the tarsal bones and adjacent
metatarsal bones, the second and third
metatarsal form the mid- transverse arch.
Weight is carried by the head of the first
metatarsal medially and fourth and fifth
metatarsal laterally. If the metatarso-
phalangeal joints (MP) are level, it is an
indication of the collapse of the transver-
se arch.
The intersection of the axis of the first
metatarsal bone with the midline axis at
the talus forms an 8- to 10-degree angle.
Increase in this angle, and an acutely
protruding medial tubercle of first meta-
tarsal, are a definite indication of valgus
in progress.
The medial palpable structures are the
head of first metatarsal, sesamoid bones,
tubercle of the first metatarsal with the
cuneiform, the tubercle of the scaphoid
bone, the sustentaculum tali of the cal-
caneum and attachments of the Achilles'
tendon.
A line starts where the Achilles tendon
attaches to the calcaneum and runs
horizontally parallel to the ground throu-
gh sustentaculum tali, tuberosity of the
scaphoid bone and cuts through the first
tarso-metatarsal joint and ends across
the proximal one third of the first meta-
tarsal bone.
The tuberosity of the scaphoid is at an
equal distance between the sustentacu-
lum and tuberosity of the first metatarsal
bone at the trans calcaneo-metatarsal
line.
If those three bones form a triangle with
the scaphoid tuberosity superior, it is an
indication of claw foot or rupture of part of
the bifurcating ligament. If the apex of the
triangle points inferiorly it indicates planus
foot or subluxation of the spring ligament.
Posterior to the medial malleolus, the ten- fibula, and this is also a site for tendinitis. the antero-superior attachment of the
don of tibialis posterior as it grooves the Posterior to the lower slope of lateral mal- peroneus tertius. This is a site of injury
tibia posteriorly is a site for tendinitis ten- leolus one can palpate the lateral poste- during sudden flexion and eversion.
derness. You can palpate the posterior rior talar tubercle and the posterior talo- Another important area is the interos-
ridge of talus and the medial talar tubercle fibular ligament in between. seous fossa, for palpation of the interos-
with the posterior talo-tibial ligament just Tenderness at this point is sure indication seous ligament (calcaneo-talar) which is
below the level of the medial malleolus. It of an over-stretched ligament due to considered as a retinaculum as it carries
is easy to palpate the flexor digitorum lon- excessive sudden extension of the foot. blood supply to the neck of talus. An inter-
gus tendon. In this case, one must check for tender- ruption of this ligament may cause necro-
Another site of tendinitis is the groove for ness due to lesion at the anterior lateral sis of the head of the talus.
the tendon of flexor hallux longus, talar ridge. Inferior to the point in the late- More anteriorly and inferiorly is the bifur-
between the posterior talar tubercles. ral malleolus is calcaneo-fibular liga- cating ligament, consisting of the calca-
Deep to the Achilles tendon is the deep ment, which can be stressed in an exces- neo-scaphoid ligament and calcaneo-
bursa, which is more easily palpitated sive inversion. cuboid ligament. Both attach to one point
bimanually. Tenderness between the later A postero-inferior palpation allows you to on the superior edge of the most anterior
two sites can be induced by pressure to examine the crossing of the peroneus lon- part of the calcaneum. Excessive flexion
superior surface of calcaneum; this is a gus and brevis tendons and anterior to of the foot at the subtalar line, combined
sure sign of compression fracture. that-the synovial sheaths. The tuberosity with inversion or eversion, may cause
Laterally, the tendon of peroneus longus of the fifth metatarsal bone is the point of evulsions from their attachments to the
grooves the posterior surface of lower attachment for the peroneus brevis and calcaneum.

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MINI-BASKETBALL, SCHOOL
MINI-BASKETBALL, SCHOOL GAMES
GAMES AND
AND ACTIVITIES
ACTIVITIES

MINI-BASKETBALL
DRILLS PERSECUTION
DESCRIPTION
Children are divided
into two groups and
are set in a row at
the end of the two
sidelines.
Each group has two
balls. At the signal, D.1 D.2

by Inaki Refoyo the first player of

each row starts to
run and, while drib-
bling, runs around
Inaki Refoyo is a professor at INEF the circle at half-
(Spanish Institute of Physical Education) court. Each player
in Madrid. He is a master at the top level races back to the
of coaching in the Spanish Basketball starting point and
Federation. He has written several arti- passes the ball to
cles about basketball and conditioning. the first teammate
without the ball, then sits down at the end
HUNTING THE MOUSE of the line. The moment the player sits
down is when his teammate can start drib-
DESCRIPTION bling for the halfcourt. The first team to
All of the players are set to make one or have all of its players sitting down is the
two circles; each player has a ball. One of winner.
them, the mouse, runs around the circle,
dribbling a basketball. EQUIPMENT AND DETAILS
Suddenly, he touches one of the players ▼ Necessary tools: four balls.
in the circle, who will get up and run after ▼ Number of players: eight or more.
him, dribbling a basketball and trying to ▼ When to introduce in a practice session:
catch him before he-after having comple- At the middle of the session.
ted a lap around the circle-will arrive at ▼ Aim of the game: bring players up to the
the empty space in the circle left by the competition, using the ball; quick pro-
player. If the player does not catch him, gression, using the dribble.
he will become the new mouse; if the ▼ Physical requirements: high.
player does catch the mouse, then the ▼ Suggested time: 6 - 10 minutes.
mouse remains and goes to touch another ▼ Possible alternatives: give two balls to
player in the circle. each player. D.3

EQUIPMENT AND DETAILS SITTING

▼ Necessary tools: balls.
▼ Number of players: six or more. DESCRIPTION
▼ When to introduce in a practice ses- Players are divided into two groups; one of EQUIPMENT AND DETAILS
sion: At the beginning. the components of each group has the ball ▼ Necessary tools: two balls.
▼ Aim of the game: improving the start and is slightly far away from the rest of the ▼ Number of players: eight or more.
and the dribble as main technical com- group. At the signal of the instructor, the ▼ When to introduce in a practice ses-
ponents. player will pass to the first teammate of the sion: At the middle of the session.
▼ Physical requirements: low. row who, after having reversed the ball to ▼ Aim of the game: learn to pass and
▼ Suggested time: 3 - 5 minutes. the first passer, will sit on the court and the develop cooperation among team-
▼ Possible alternatives: a) make two laps other components of the group will do the mates.
around the circle; b) use the non-domi- same. The team that first has all the com- ▼ Physical requirements: low.
nant hand for dribbling. ponents seated on the court will win. ▼ Suggested time: 5 - 7 minutes.

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LETTERS TO THE EDITOR

play
LET'S TALK OF REFEREES
with us
Would you please answer a few questions regarding
refereeing? There are many books and technical maga-
www.naso.org. There are no referees' camps in Europe
at this time because each national federation organizes
seminars and classes for their own referees.
zines and articles for the coaches, but there are any
books or magazines for referees? If yes, where can I or- VIDEO SCOUTING
der them? I heard that the pro and college coaches use special
The second question is related to camps for referees. software and video for analyzing the performance of their
The summer camps for players of different ages and le- own team as well as their opponents. Please fill me in
vels are extremely popular in every European country with the particulars.
and throughout the United States, but I would like to Jerry Staumbach, Perth, Australia
know if something similar exists for referees and where
they are located. Each NBA team has a person on their coaching staff,
Olivier Legrange, Nice, France who acts as the team's video coordinator. They work with
the most sophisticated equipment for digital video editing
To the best of our knowledge, there is a monthly maga- and analyses, enabling them to monitor the performance
zine in U.S. called "Referee." The articles are about not of each player on their team, as well as the players on op-
only basketball, but focus on refereeing different sports. posing teams. They can provide the coaching staff all the
Here is the address: necessary information shortly after the game has ended.
All the top Division I university teams use video coordina-
Referee - P.O. Box 161 tors and use similar equipment.
Franksville, WI - USA Here some of the companies, which produce these spe-
Tel.++262-6328855 - www.referee.com cific tools:
X0S Technologies. Inc
At the magazine's site you can also order y booklets on 601 Codisco Way
a variety of basketball officiating-related topics, from Sanford, FL 32771
the three-men officiating crew to the particular assign- ++1-407-9360800
ments and responsibilities of the leader, center, and www.xostech.com
trail referee.
LRSSports
Moreover, you can also find books on refereeing at the www.lrssports.com
Human Kinetic Publishing Internet site, www.humanki-
netics.com. One book published in 1999, "Successful U.S. Sports Video
Sports Officiating" by Jerry Grunska, touches upon dif- www.ussportsvideo.com
ferent aspects of sports officiating. The specific one for
basketball is "Officiating Basketball", American Sport CoachComm-Sports Electronics
Education Program, 2005. www.coachcomm.com
As for referees' camps, they are very common in the
U.S. at the high school and college level. It is possible to Editorial Office: Cantelli Editore, V. Saliceto 22/E, 40013
obtain information from the Director of Officiating of a Castel Maggiore (BO), Italy
particular state high school Federation. A good one to Tel.+39-051-6328813- Fax +39-051-6328815
try, for example, is the Indiana High School Athletic As- Editor-in-Chief: GIORGIO GANDOLFI
sociation, www.ihsaa.org. Another good source is the
Director of Officiating of the top college conference E-mail: [email protected]
(such as the Atlantic Coast Conference, Note: Readers who wish to send technical or non-techni-
www.theacc.collegesports.com or Big East, www.bi- cal articles are kindly requested to read the information in
geast.collegesports.com). Finally, there you can also the box INVITATION TO THE READERS on page 4 (or onli-
contact the National Association of Sports Officials, ne at www.fiba.com).

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