Sense Magazine

Volume 13 Number 1 September, October 2006 Female Hoops: Changing the Culture by Brian McCormick, CSCS (1) Educate Coaches As a substitute teacher, I visit Almost anyone qualifies to numerous schools each year, usu- April marks the 10-year an- coach a youth basketball team, ally to teach PE. There are stark niversary of the WNBA’s birth (play so teams are stuck with parents differences between grades 1-3, began in the spring on 1997). At volunteering, or high school kids grades 4-6 and grades 7-8. Some the time, the public hailed the earning their community service of the differences result from the WNBA as a means to elevate the credits, or PE teachers coaching physiological differences associated women’s game, provide more op- a sport they never played. Some with puberty; however, many dif- portunities for female athletes, and youth coaches are great and some ferences are socialized, as girls and spark interest in women’s basket- possess amazing credentials, as boys strive to meet the standards ball at every level. In ten years, it well as a passion for teaching and and expectations the society puts has had mild success providing op- basketball. Unfortunately, many forth for them. portunities and sparking interest, do not. Many may possess the In grades 1-3, all the kids play but the level of play has remained passion and the desire to learn together and everyone is relatively consistent. More girls are play- and become a better coach, but equal; one or two fake injuries or ing basketball, more professional few resources exist to train and stomach aches to avoid playing, opportunities exist, more college teach coaching. Sure, dozens of but the majority of kids just play scholarships exist, and athletes are videos exist to illustrate a run-and- and have fun and do not seem to more athletic than in years past, jump defense or an offense to use worry about being good or bad or but the actual basketball skills, against an even-front , what their skill level may do to flow of the game, and aesthetics of but little exists in the mainstream their reputations. In grades 4-6, the game have changed little. to educate coaches on coaching; most kids play together and are The WNBA was an attempt the psychology of coaching, the still relatively equal, though a few to change and improve women’s physiology of basketball, the learn- boys typically stand out as the basketball from the top. A better ing styles of children, etc. best athletes, though sometimes alternative is to change the game If we as a society are seri- it is a girl who actually is the best from the bottom. The proliferation ous about sports, and everything athlete. Girls tend to worry more of AAU basketball has certainly indicates we are, why leave play- about being with friends than be- changed the American basketball ers in their formative years in the ing on the best team. In the 7th landscape and provided more com- hands of novices without offering and 8th grade, most boys enjoy petitive opportunities for female any means of proper training or playing and are the aggressors players. However, a greater move- self-education? Why does USA and best performers; some girls ment is needed to capitalize on Basketball abdicate its responsibil- participate; but, many-boys and these resources and further elevate ity to train the next generation of girls-prefer to sit around and talk, the female game. The following coaches? Better coaches using bet- play hopscotch, flirt, or play video changes will not change women’s ter training methods will develop games rather than play the activ- basketball overnight, and the better players. ity, as games are more competitive WNBA may not even survive long and less about fun. (2) Make youth leagues (pre- enough for the changes to bear Sometime between the third puberty) co-ed fruit, but these ideas provide a and seventh grades, things change; Very few differences exist revolutionary change to the way we the change is most apparent with physiologically between a ten year approach youth sports, especially the girls, but also affects some old girl and a ten year old boy. girl’s basketball, and should shape boys too, as not all boys excel in However, once boys and girls play societal agendas, as well as basket- sports, so they fail to meet the organized athletics, cultural and ball skills. norms society sets and thus try to social stereotypes influence the sports development of the sexes. continued on page 4 www.basketballsense.com Think About it Praise in public. Criticize in Deeds, not words. Contents private. The heights by great men There is nothing wrong with reached and kept were not at- being tough-minded and tender- tained by sudden flight, But they, Femal Hoops: hearted. while their companions slept, Changing the were toiling upward in the night. Honesty and pregnancy have Culture...... 1 this in common: Either you are or –Henry Wadsworth Longfellow you aren’t. Do not let what you cannot Mr. Meant-to has a comrade, do interfere with what you can Think About It...... 2 And his name is Didn’t-do; Have do. you ever chanced to meet them? Your mind is like a para- Did they ever call on you? chute. It only works when it is Helping Your These two fellows live together open. Student-Athlete in the house of never-win, A tiger never growls after a And I’m told that it is haunted kill. Choose a College...... 3 By the ghost of Might-have-been. You should never have an off- –Benjamin Franklin night on defense. Practices are for coaches. Don Meyers Any team can run an offense. Definite Dozen...... 5 Games are for players. Good teams execute an offense. Don’t give directions that can Defense is rules. Offense is be understood, but give directions principles. that can’t be misunderstood. Teaching Individual The best coaches are the Defense...... 6 –General Douglas McArthur least tolerant.

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Basketball Sense Magazine  Volume 12 Number 8 www.basketballsense.com Helping Your Student-Athlete Choose A College by Brianna Finch needs to make you happy. College  What is the practice, workout, is where you will meet new friends, and weightlifting schedule? It’s that time of year; seniors develop relationships, find new in-  Can you play another sport? are cramming for the SAT’s, mak- terests, challenge yourself athleti- Can you play intramurals? ing one last attempt to bring up cally, and learn who you are and  What role does the coaching their GPA, and filling out college what you hope to be; so it needs to applications for that all-elusive staff foresee for me in its ath- be a place where you feel comfort- letic program? college of their dreams. Well, the able experiencing this growth.  What are the year-round re- same is true for student-athletes, In order to help in this pro- quirements of a participant in except they also have to factor in cess, below are a list of academic, my sport? the recruiting process and the ath- basketball-related, and miscella- letic element of their college career. neous questions that you should  Does the athletic department or I’ve heard one collegiate coach refer ask coaches, counselors, or col- university provide access to or to the recruiting process as simi- lege team members at the institu- assistance with summer jobs? lar “to asking a date to the prom”; tion you are interested in. Don’t  What is your policy/belief on sometimes you may get rejected be afraid to ask questions. This is red-shirting athletes? over and over before finding the a huge investment in your future  Under what conditions or right one. and you have every right to have circumstances are scholarship High school athletes, parents, your questions and concerns an- athletes cut from the program? and coaches need to remember swered.  What is the existing contract that not all players are Division I status of the head coach? players, and there are numerous Academic options to explore. There are many  What is the academic reputa-  Is any part of the athletic pro- reputable Division II schools and tion like? gram currently under sanction or probation of any kind for athletic programs, many that rival  What is the student/teacher ratio? rules ? the low-major Division I schools  What is the team graduation rate? in competitiveness. There is Divi-  How long are the practices  How many of your student- during the season? What is sion III, which is typically a strong athletes in my sport obtain academic institution, but usually the typical number of hours their degrees with four years? devoted to my sport during the do not offer athletic scholarships. Within five years? However, many Division III schools season? During the off season?  Is there a team academic advisor? can usually put together a signifi-  If the cost of tuition, room, cant financial package if an athlete  Is there a mandatory study hall? and board increases, does the is a strong student and qualifies  What is the fifth year to finish scholarship also increase pro- for academic scholarship money. degree policy? portionately? There is the NAIA, which can offer  What is the summer school  What criteria are used to minimal athletic scholarships and policy? renew the scholarship each is comparable to Division III in  What majors do you offer? year? (since all scholarships level of play, sometimes stronger. What Graduate programs do are awarded only one academic Lastly, there is always the option you offer, if any? year at a time) of community college, especially if  How often do you choose not to an athlete wants a little more time Basketball renew a scholarship? to mature, athletically and person-  What position(s) am I being ally, while saving money and com- recruited for? Parents pleting their GE requirements.  What other players are being  Health Care for athletes? There is a fit for everyone. recruited?  Are there specific athletic dor- Whether you are a top five player  What other players are being mitories or student housing? in the country or the recruited at my position?  What does the scholarship in- off the bench of your high school  How many players at my posi- clude? Tuition, housing, books, etc. team, it’s important to remember tion do you intend to sign?  What is the overall graduation rate that YOU are the one in control of within the athletic department? your decision-not the recruiters  What is your team’s style of play? and not the scouts. Choosing a  Does the conference earn an  What are the campus crime college is a decision that ultimately automatic NCAA bid? statistics?

Volume 12 Number 8  Basketball Sense Magazine www.basketballsense.com  Did the female star play with (4) Skills, not Sets Female Hoops (cont) boys because she was already a Along the same lines, teach star? Or, basketball skills before teaching  Did she become a superstar in complicated presses and set plays. continued from page 1 girls’ and women’s basketball Currently, the opposite is true, as hide or avoid playing. During this because she played with boys a tough press is the quickest way period, girls learn to be more pas- as a youth? to victory, so coaches spend an in- sive, while boys learn to be aggres- If the answer is “B”, why not ordinate amount of time perfecting sive. Girls learn not to play their afford all girls this opportunity press defenses and press breaks, hardest, while boys play as hard as and teach all children in the same and precious little time teach- they can. Girls feel embarrassed by manner? ing proper shooting form, passing a mistake, while boys play through angles, ball handling, defensive (3) Play more 3v3 mistakes or just make excuses to footwork, post footwork, etc. In European soccer leagues, rationalize them. By concentrating on basketball young players (u-10) play small- These changes occur in and skills at an earlier age, more play- sided soccer because they are not out of sports. Changing the culture ers develop with an opportunity to ready for a full game. They learn of sports is probably too insig- play and excel, not just the biggest, the basics on a smaller field with nificant to enact true change on fastest kids. Presses work at the fewer players, which creates more a larger level, but changes in the youth levels because players are ball possessions and less running, sports arena may have lasting re- ill-equipped to face press defenses and progress to the bigger field and sults within the sports landscape. because they lack the passing, 11v11 soccer when appropriate. In By playing boys and girls together footwork, and ball handling prow- basketball, leagues exist for kids during the pre-puberty stage, ess, not to mention the strength to under eight years old to play full kids learn to play together; they punish presses with long passes 5v5 games. see each other as equals, not one over the top. Youth players (u-10) should sex as superior to the other. They The youth goal should not be focus on 3v3 play to develop play the same game with the same to win by any means necessary, skills and game understanding. expectations and coaches do not but to develop skills. Kids enjoy Most youth games denigrate into dumb-down practice for the girls. learning new skills and overcoming bumblebee ball, just as with youth Girls are expected to compete and challenges; spending hours work- soccer in the United States. The play just like boys. ing on presses and press breaks teams who continually vie for AAU The best female players-Diana is boring, even if it leads to easy National Championships at the Taurasi, Chamique Holdsclaw, victories. These victories eventually u-10 and u-11 age group are those etc.-grow up playing with boys. come with a price, as other players with the most effective presses who However, they are the exception. eventually catch up in terms of size make lay-ups; nine and ten year And, when a girl joins a boys’ and quickness, and if these press- olds, especially girls, do not have league, she is immediately an ing teams do not develop skills, its the size and strength to punish anomaly and treated differently. players fall behind. presses that put four defenders be- However, if all leagues were co-ed, tween the baseline and free-throw (5) Greater emphasis on all- girls would no longer be an anoma- line and smother the offensive around movement skills ly; that would just be how it is and player. These games are great for (athleticism), not just basketball each child would be an individual, the victors, but demoralize many skills. not a representative of an entire other players, and place an over- Basketball is, at its most basic gender. Some girls will fall behind; emphasis on those who mature level, a game of movement, and so too will some boys; in current early and are bigger, stronger, and its most successful competitors leagues, some kids always bat last quicker than their opponents. move fluidly and gracefully. Train- and play right field, while others Half-court 3v3 games balance ing basketball players goes beyond always bat third and play short- the play and put more emphasis shooting and ball handling; play- stop. This happens in girls’ leagues on basketball skill development, ers must run efficiently, stop prop- and boys’ leagues and would hap- as opposed to smothering presses. erly, jump explosively, land softly, pen in co-ed leagues as well. With more space, players have etc. Proper movement skills reduce However, youth coaches have a more opportunities to dribble, injuries and enhance performance. large role in shaping the attitudes pass, and shoot and defensive Watching several high school and mindsets of young athletes. players learn to cover more ground and college teams this season, few And, we recognize that many of the and move their feet, not just players move laterally with suf- best women players in the world swarm to the ball. ficient speed; almost every player played with boys as youths. So, the moves inefficiently, which slows question is:

Basketball Sense Magazine  Volume 12 Number 8 www.basketballsense.com their speed. Learning to move er?) to do the teaching, and some a later stage, when players and properly enhances a player’s de- athletes never learn. teams possess adequate skills for fensive ability. These changes may not significant competition. Finally, Young players need exposure revolutionize the game, but they boys and girls training together at to core strengthening exercises, provide a step in the right direc- an early age increases the inten- running form drills, jumping/ tion. Youth teams deserve better sity of the girls’ development and landing drills, etc., to insure a safe coaching and volunteer coaches lessens some of the inherent bias- training environment and maxi- deserve the opportunity to better es between the sexes which sports mize performance. So many teams their coaching skills and knowl- creates and exacerbates. Hope- at the high school level see their edge. Better coaches mean bet- fully, these changes equal better seasons end due to an injury like ter training which translates to performance with better players an ACL tear that oftentimes result better players. A greater emphasis progressing to the WNBA, but, from poor movement skills, espe- on small-sided games and skill more importantly, a better sports cially the ability to stop or land. development, whether athletic or experience for youth players and These are skills which must be basketball, increases the player’s fewer injuries as players grow. taught, but coaches currently ex- aptitude and prepares the player pect some other coach (PE teach- for more advanced basketball at Don Meyers Definite Dozen Be Committed Our program’s reputation provides than any one player . . . We need To Your Academics many opportunities yet brings unselfish players. Know your catalog . . . make many responsibilities. We must be committed to build on to the tradi- Commit Yourself To a plan . Get a degree. Go to class A Winning Attitude every day. Be on time. Take good tion of our program and respect those that have gone before us and Our players must be commit- notes. Do all extra work possible. ted to winning but understand Plan ahead and talk to professor paid the price to build the pro- gram. we don’t measure our success by when we travel or you are having a winning alone. Each time we play problem. Get tutors when you need Be Committed we evaluate ourselves on reaching them. To Hard Work our potential. The test for our team Be Committed Our program is built on the is to play against the game not To Having Class concept that hard work pays off. just our opponent. We never quit. Treat teachers, trainers, sup- We believe that we work harder We always are looking for a way to port staff, chapel workers, Marriott than anyone else . . . and because win. of that we always deserve to win. workers, and all you meet with Believe In Our System respect. Treat other people the There is a reason we are the best . . . we work at it. Commit yourself to our phi- way you want to be treated. Moody losophy, to our system of play. Be people are rude. Remember to Be Committed To Becoming a sponge and soak up the concepts smile, to say please, thank you, yes A Smart Player of how we play. Learn your role . sir, and yes ma’am, and give people Our players must be ready to . . then accept yours and do it the the benefit of the doubt. learn. We believe we work smarter best you can. Be Committed To than anyone else . . . We must de- Believe In Yourself velop players who understand the Doing The Right Thing Play with confidence . . . think game. Our players must be good We have plenty of school rules positive . . . realize you are a great listeners and learn by watching. . . . know them. Realize if you just player in a great program. Don’t We must make good decisions, we try to do the right thing you will be get down when you play poorly . . . must play with poise. We prepare OK. Try to do the right thing right realize you were chosen to be here mentally for practice and games. and you are as close to perfect as . . . be a leader. Lead by example. any person can be. Be Committed To Our Team Believe In Your Teammates Be Committed To The Attitude Concept Communicate with each other. Program We must have players who Remember the strength of the We realize that our players are believe in our team concept. Our pack is the wolf and the strength in a fish bowl at Lipscomb. Every program is built on the concept word and action will be watched. that the team/program is bigger continued on page 10

Volume 12 Number 8  Basketball Sense Magazine www.basketballsense.com Teaching Individual Defense by Coach Ronn Wyckoff In my more than forty years of by an individual’s ability to play on coaching, I have come to the fol- his offensive player, with or with- Author of “Basketball On A Triangle: A lowing realizations about defense: out the ball. Don’t send your kids Higher Level of Coaching and Playing 1. There is often a lot of gener- out to play five-on-five and -ex “More than anything else, playing in- alization rather than specific pect them to be successful if they spired defense is a matter of will.” teaching being done; haven’t got the individual skills to — Phil Jackson 2. Many coaches believe zone stop the flash, fight over a , We have to get the ball in order defense is easier to teach than front a cutter, or be able to play to play with the ball! Defense gets man defense; Most believe de- “help” defense. the ball! Period! fensive skills are easier to teach The successful application of If both teams are equal and ev- than offensive skills. teaching good defense begins with ery player handles the ball equally, 3. Creating a good defensive player a stance that gets the player low, how much time will each player is infinitely easier than creating on balance, under control, and have with the ball? In this exam- a good offensive player; able to move quickly and efficient- ple, defense is fifty per cent of the ly. 4. A team can play good defense ame. Well, then that means half of To start, have your players as- and win even when the offense the game is spent without the ball, sume a stance with the right foot is having an off game; trying to stop the other team from forward, feet placed wider than the scoring and getting the ball so your 5. Defense has always created shoulders and hips. The toes of team can score. most of my offense. the back (left) foot should be about Defense is too important to Throughout my career, at even with the heel of the front foot. just hope that players will get it. all levels of coaching, from the Bend the knees and get the hips The coaches must teach it. playgrounds in the beginning, to down, keeping the back nearly Not too far into my coaching national teams, we won nearly straight. Get as low as possible, career, I became acutely aware three out of every four games we with the feet as wide as possible of the importance of teaching played. I had some high scoring but still enabling quick, balanced defense. At first, I had been just teams, and on only few occasions movement. Balance should be setting up defenses and walking was I blessed to have any superior centered evenly between both feet. players through their positions and offensive players. My highest scor- Extend the right arm forward to assignments. I realized that just ing teams were my best defensive the outside of the right knee with telling the players to play defense teams. the hand, as if it’s touching the of- wasn’t getting the job done. I I believe in teaching by build- fensive player. Extend the left arm learned ‘what’ and ‘how’ and then ing blocks. out to the left side with the palm I began to teach every component, We teach defense from the facing the offensive player. This from the placement of the feet and ground up, starting with the place- is the primary stance I teach for the stance, how to react, how to ment of the feet. With the first playing on the ball with a dribbler play on the ball and off the ball, stage, we show the foot placement going to the defender’s left. against cutters, in the post, etc., and stance. We need good balance Change the feet and hands etc. We were rewarded with better and to be able to move quickly and assume the same stance as if play, and I became a fully dedicat- while maintaining good balance. the dribbler is going to the defend- ed advocate of teaching defense. Defense begins with the in- er’s right. Left foot forward; right Defense is so integral to the dividual. Team defense is only as foot back and even with the heel overall success of a program that good as its weakest player, so I of the front foot; left arm extended it cannot be afforded a cursory look for players who have the will out toward the dribbler; right arm inspection, like I was doing in the and desire to become defensive extended out in the direction of the first few years. Once we teach- specialists. I want players who will dribble. The arms are forming the ing-coaches know the ‘how’, it can take pride in their defensive play letter “L”. then be taught easily enough, then because they are confident in their This won’t be a comfortable drilled to perfection the same way skills. position for the players in the we develop offenses—over and over Coaches, do not expect your beginning. Emphasize staying low and over, until it becomes uncon- team to play good team zone to improve reaction time and bal- scious competence. defense if the individual players ance. Continually check the foot cannot execute good, basic man placement, hips low, back straight, principles. In man defense we live balance between the feet, arm

Basketball Sense Magazine  Volume 12 Number 8 www.basketballsense.com and hand positions. This posi- defender is off balance and can’t peat this several times, then begin tion is where the defensive game react. quicker changes with the ball, add- is played. The muscles must be The same thing happens if a ing forward and backward. trained to accept this position. defender straightens up; the reac- The forward slide would be (Tell the brain that the body will be tion time is slowed, or the defend- done with the front foot away from spending a lot of time like this, so er’s body may now be too close to the ball side, reaching and sliding. adjust, baby!) the dribbler’s body, allowing the The ball-side foot is always back, With the players stationary, defender to be beaten. pushing forward. In the backwards do a little drill to have the group Review the teaching points slide, again the ball-side foot is jump on your command from a with the players: Foot placement, back, now reaching and sliding, right foot forward stance to a left hips down low, back straight, bal- while the forward foot is pushing foot forward stance. With the coach ance between the feet, arm and backward. This whole maneuver standing in front of the group, the hand extension, slide and reach will look similar to a fencer do- coach raises either the left hand or with the back foot, push off the ing advances and retreats with a the right hand and points in the front foot, don’t go up and down rapier. direction the dribble is going. Play- during the slide (like a carousel At all times, balance must ers should automatically assume horse). never be over a foot but rather still a correct stance with the foot back With the coach in front of directly between the feet. Quick in the direction of the dribble. The the group again, have the coach changes with the ball will enable players’ bodies should not jump up out dribble directions, as in the teaching-coach to spot any in the air when changing direc- the last drill, and have the play- player not reacting and switching tions. Only the feet and arms are ers slide, changing feet when the feet quickly enough. The switch changing directions. If you were to coach changes directions. When should be done exactly with the draw a line across the top of the the coach points out a direc- dribbler’s changing hands. Defend- head, when changing directions, tion, the players should take 3-4 ers don’t want to be caught with the head would not move above slides in that direction to get used the ball-side foot forward. Check that line. The feet are barely gliding to continuation defense. When players for straightening up during over the floor during the exchange. changing directions, a player will the switches. Is a player allowing Now, we’re ready to slide. jump-switch the feet (without rais- the feet to come together dur- The slide is done with a reaching ing up); that is, stop the rear foot ing the slide? Look at the balance slide-step in the direction of the slide and push off it while bringing point—is it directly down from the dribble, pushing off the front foot the front foot back to become the middle of the body centered be- and reaching with the back foot. sliding foot. While pushing off the tween the feet? This is: Push; Reach; Fill. Pushing rear foot, reach with the other in The stance and sliding proce- off the foot away from the direction the direction of the dribble. Do the dures covered above are for perim- you’re sliding, reach and step in slides slowly at first in order to get eter use, outside of the , while the direction of the dribble and fill the whole process controlled and putting pressure on the dribbler. the vacated back foot spot with the precise. Make whatever corrections I’ve covered individual stance front foot. A very important point are necessary here and re-empha- and movement that applies to of emphasis here is, the defender size whatever points need to be playing on the ball equally, both in should never lift up (line over the re-covered. man and zone defenses. Too many head!) during the slide, change the Repeat this drill several times. coaches fail to see this fundamen- center of gravity or allow the feet to When they have it well enough, tal as being common to both types come together. The same distance the coach can add a ball. Now the of defense. To successfully play on between the feet is maintained object of the defender’s attention the ball when it’s in a player’s zone during the slide. is the ball first. Teach your play- requires all the skills of sound man This last point is important. ers to never take their eyes off the defensive principles and tech- When teaching a dribbler to at- ball! The dribbler has to take it niques. tack a defender, the dribbler will with them, has to pass it, or shoot Now, let’s drill one-on-one look for defensive weakness. The it. Nothing the dribbler is doing and, while this is defense, let’s not dribbler should always be aware of should affect a defender because forget to emphasize good offen- what his defender is doing with his he has his eyes on the ball ready sive skills too. (i.e. protecting the feet and what happens to his body to react to whatever happens with ball, controlled dribble, etc.) The balance during the faking moves. the ball. The coach dribbles right teaching-coach will want to place If the defender places weight on or left and points at the same time, the pairs so that the coach can one foot, the dribbler can attack helping with visual clues for the see everyone with a quick glance. and drive to that side because the direction the defender is going in. Have a player with the ball assume Have them go slowly again. Re- continued on page 10 Volume 12 Number 8  Basketball Sense Magazine www.basketballsense.com Financial Well-Being by John Forman not look as bad as those charts. does a handful of transactions a These programs are very good as year can be just as much a trader Do you have money in the a sort of forced savings plan, they as one who does 10 trades a day. financial markets? If you are like offer nice tax benefits and when The idea is the same. most of us, you do. The majority employer matching comes in to of people these days have some play, it is like getting free money. Why Trade? form of investment in the mar- Most people should have them. Trading is a way for the in- kets, often through retirement That said, passive investing dividual to take more control of programs like IRAs and 401ks. has its limitations, and putting his/her financial well-being and For many of us, that has proven a money in a mutual fund is passive produce better returns than pas- rather unsatisfactory experience investing. After all, once you make sive investing is likely to generate. in recent years, as the stock mar- the decision as to which fund or Trading means taking responsibil- ket has not exactly been providing funds in to which to allocate your ity for your performance, and not us the returns we would like to money, what actually gets done leaving it completely in someone see. Figure 1, which is a graph of with that money is a decision else’s hands. The results can, at the S&P 500 index, a broad mea- made by others. They—not you— times, be spectacular. I will use sure of the stock market, depicts determine the returns you make. myself as an example. roughly what has happened to It is kind of like picking a team In 2000 I made the transition the value of mutual funds in our based on the players’ past perfor- from working in a professional retirement accounts. mance and estimated potential, environment full-time to coach- It was a rough spell through but never actually getting to coach ing full-time. During that period, I the first three years of the decade. them. wasn’t really paying much atten- Since the beginning of 2003, the However, there is a way to tion to my retirement accounts, market is up about 50 percent, yet take more control. It’s called trad- as my focus was elsewhere. One it is well below the peak in early ing. day, a year or so later, I did look, 2000. The situation is even worse only to find that my balance was if you look at the more aggres- What is Trading? half of what it had been when I sive growth sector of the market, Trading can be defined as left my job thanks to the market’s which is represented by the NAS- taking on speculative positions decline (sound familiar?), and it DAQ index (see Figure 2). (those with the objective of mak- wasn’t looking like it was going to Those big-time growth stocks ing profits) in the financial mar- recover very much any time soon. were producing really nice returns kets—stocks or otherwise—where Fed up, I rolled the money out of in the late 1990s, but they also there is expected to be a finite the 401k where it was sitting (I came down very, very hard after holding period. An example would wasn’t working for that employer that. The NASDAQ lost about 75 be buying IBM stock with the anymore, so I was making no percent of its value. While it has expectation that it would probably deposits) into an IRA account and just about doubled since its late be sold in investing, which is more started trading stocks myself with 2002 low, the index would have open-ended. We put our money in the money. In 18-24 months, I to double again to get near those a mutual fund expecting to just more than made back all the mon- 2000 highs. That’s a lot of value leave it there and watch it grow. ey the fund managers had lost, lost by lots of folks. Many of us That is investing. There are other doing nothing all that fancy. I am know of people who were looking ways of differentiating between sure that had I left the money in forward to retiring, but who had trading and investing, but this one the 401k, I would still be waiting to put their plans on hold because serves the purpose in this particu- today to be back to where my ac- they suddenly found themselves lar case. count balance was in early 2000. with significantly less money. What it really boils down to is I don’t mention this to brag. This is not to say that invest- frequency of action. Trading tends Nor do I tell this story to suggest ing in the markets is a bad thing, to be shorter term in nature. It is that people ditch their retirement especially as part of a long-term the process of getting in and out of accounts and trade. Rather, what retirement plan. If you have con- positions, where investing is more I am trying to provide is an indi- sistently been making contribu- about getting in and holding on. cation of what individuals can do tions to an IRA or 401k plan, then This is not to say, however, that when they take charge of their chances are the plot of your bal- trading necessarily means buying own finances. I sincerely believe ance over the last few years does and selling all the time. One who that everyone can learn to trade

Basketball Sense Magazine  Volume 12 Number 8 www.basketballsense.com effectively, and in doing so, can better are your available options “It’s too complicated.” have a significant impact on his or and the more actual money you Do you accept that kind of her financial situation. can make. excuse from your athletes? I’m Now, there are loads of excus- Having more money is not guessing not. Nor should you from es for not trading. Most of them always a good thing, though. For yourself in terms of trading, espe- are not very good ones. the inexperienced trader, it is cially when it’s not true. Technolo- better to have only a little money gy and competition have combined “I don’t have time.” at risk. Why? It is the same as Despite being one of the most to make trading so much easier anything else. Just like athletes than it has ever been before. All it frequently heard, this is probably new to a sport or to a skill make the most pathetic excuse for not takes is a couple of clicks and you mistakes as they are learning, can execute a trade, check your trading there is. Why? Because so do new traders. And just as the availability of technology and positions, get news and anything you would not throw your new else you need to do. information in the modern day player in to a championship game means that we can operate in Can trading be complex? Sure against experienced opponents, it can. There are those in the mar- literally any time frame we want. neither should those new to the Many people, when they hear kets who use complicated soft- markets to take on large trades ware, mathematical algorithms, “trading” think it means sitting and put significant portions of in front of the computer all day. even artificial intelligence. None of their assets at risk. It’s common that is necessary, though. Some While that certainly is one form sense. It is better to make the of trading, most of us do not have of the best traders use little more inevitable mistakes when there is than price quotes or a simple bar the schedule to allow us to dedi- relatively little at risk. cate hours each day to monitoring chart. How intricate you get is the markets. The good news is “It’s too risky” strictly a matter of personal pref- that we don’t have to tin order to Trading is only as risky as you erence, not necessity. trade effectively. make it. If you take risky trades, Is there a learning curve? I will again use myself as an then trading is risky. If you don’t, You bet. Trading is like anything example. My college coaching then it isn’t. There will always else, there are things you need to position has me frequently in the be the risk of losing money on a know. The good thing, though, is gym, in meetings and on the road. trade. That is completely unavoid- that there are loads of resources What’s more, I run a club program able. But that could be said about out there to help you learn. and a couple of businesses on the all of life. Conclusion side. In 2004, even though there Driving is one of the most Trading the financial mar- were long periods when I did not risky things in the modern world, kets is a way for us coaches—who trade at all, and I probably only but we still do it. We reduce the often tend to be control freaks put on a dozen total positions all risk by obeying traffic rules, plan- anyway—to take charge of our year, I was still able to make 200 ning our route, wearing seatbelts, monetary well-being. Anyone can percent plus in the stock market. paying attention, and all that. learn to trade effectively. It’s a lot If I can trade given my schedule, Does that completely eliminate like athletics. There are going to and have performance like that, the risk of ending up in an ac- be those who excel based on some anyone can. cident? No, it doesn’t. Nor does it natural gifts, but just about any- necessarily keep us out of traf- “I don’t have the money” one who commits to it and puts fic jams or from getting lost. We forth the effort can become a solid In the past, this was a pretty understand the risks, though, and viable excuse for not trading. performer in his/her own way. weigh them against our need to And just like sports, even a These days, though, one can get places in a timely fashion. trade with relatively little money. little is better than nothing. You Trading is the same. We do need not become a super-active Transaction costs have dropped it because it helps get us where dramatically over the last decade trader to gain the benefits. The we want to go—in this case, fi- simple act of becoming involved and there are more trading op- nancially. There are going to be tions than ever before. There is in trading will make you more hiccups along the way, but if we knowledgeable and aware of the one particular trading platform are focused and conscientious, which allows an individual to financial markets. That not only we can minimize the risks—and helps you in your decision-making put on trades of as little as $1 in potentially the damage—an unfor- value, and they have no minimum about retirement account alloca- tunate turn inflicts and remain on tions and the like, it also impacts account size requirement. course. Is it better to have more mon- the rest of your life. The financial ey? Absolutely. The more capital markets aren’t just stocks. They you have at your disposal, the include things like interest rates,

Volume 12 Number 8  Basketball Sense Magazine www.basketballsense.com commodity prices and currency exchange rates. All of those ele- ments play a part in your life, in Individual Defense (cont) the form of mortgage rates, gaso- continued from page 7 should always be in. Remember, line prices, the cost of the vacation a protective stance as if keep your eyes on the ball! to Europe you have in mind and to the defender’s left (right handed Now have the dribbler change in a wide array of other ways. dribble for the dribbler, body be- directions and hands with the Also, like athletics, trading tween the ball and the defender). dribble. Have the defenders copy need not be a solo affair. There Have the defender step up to the exactly what was just done going to are loads of resources out there to dribbler, place the right foot to the his left, now to the right: Left foot help you learn about the markets dribbler’s front (left) foot and slightly forward to the outside of the drib- and determine your best course outside it. The left leg will be back bler’s front foot; left arm extended to of action. A good place to start and outside the ball for the slide. “touch”; right leg back and outside finding them is at www.anduri- Now with the feet placed, drop the the ball; nose “on” the ball; and the lonline.com/coach, a web page I body as low, and the feet as wide, as right arm extended outside the ball have specifically put together to possible for quick reaction. creating the “embrace”. help you find the tools you need to The defender, reach out with Review. Go slowly in a “dummy” learn more about the markets and the right arm. It should extend fully fashion where the dribbler does not trading. so the hand just brush touches the try to beat the defender. Just take John Forman is the assistant dribbler’s hip, thigh or knee of the a few dribbles in one direction and volleyball coach at Brown Univer- front leg. If this arm is kept ex- then change direction. The defender sity. He is also the club director for tended, always “touch-touch-touch- also does nothing to impede the RI Blast Junior Volleyball and is ing”, without bending the elbow, it dribbler, constantly giving ground USA Volleyball CAP II certified. He will act as a measurement for the to the dribbler, at about a 45-degree holds an MBA from the University defender that they have the right angle, while maintaining “touch” of Maryland and a BS from the distance from the dribbler’s body. If contact. This is practice for the University of Rhode Island. He is that arm bends, the dribbler is get- defender to get proper on-the-ball the author of the The Essentials of ting too close. Don’t leave this hand positioning while sliding and in the Trading: From the Basics to Build- maintaining the touch on the drib- jump-switch on the change of direc- ing a Winning Strategy (Wiley, bler. This is a “touch-touch-touch” tion. Teach quick exchange of feet, April 2006). and is not meant to impede the arms, and hands while pushing dribbler, but in addition to keeping off the front foot and reaching with the distance marked between the the back foot in the direction of the Definite Dozen (cont) two bodies for the defender, it also dribble. At the same time, this drill serves as a reminder to the dribbler allows the dribbler to get a feel for continued from page 5 that the defender is right there. how to dribble-protect under close The left arm is extended wide of the wolf is the pack. Encour- defense. Keep to a given area of the in the direction of the dribble, age each other and support each floor, so the drill doesn’t get out of outside the ball. While the front other. Don’t ever forget the im- hand. hand should never reach across portance of the shell around the The teaching-coach can use the dribbler’s body for the ball (it team. Be a friend. We understand “freeze action” by blowing the should be used to stop a cross-over that we are all different - be toler- whistle and have everyone stop im- dribble that is coming toward it), the ant of teammates and others. mediately where they are. Now all back hand leading the ball should positioning for both offense and de- Believe In Your Coaches be intimidating the ball all the time, fense can be checked and adjusted, Know that your coaches are coming up at the ball rather than if necessary. trying to make you better people slapping down and possibly hitting We want everything to come and players. Ask questions . . . the dribbler’s arm or hand. in good time, so we have not al- don’t whine and complain. Learn The arms extended in this fash- lowed the dribbler to do his thing, to take tough coaching. You must ion represent the letter “L”. Within nor allowed the defender to crowd believe that the coaches are do- the breadth of this stance, the area the dribbler. They must all have a ing what they think is right for the the arms and feet cover on the floor, feeling of confidence and control team and you. the defender should have the drib- with their skills before we take it to bler within his or her “embrace”. If the next level. I don’t want pressure the stance is correct, the defender’s to perform offensively or defen- nose should be “on” the ball. The sively until they have mastered this nose is the “me” in “ball-me-basket”, “dummy” script. Building skills by the position the defender on-the-ball plateaus!

Basketball Sense Magazine 10 Volume 12 Number 8 www.basketballsense.com Don Meyer’s Playbook Wolf for “3” Triple vs. Man-to-Man Denver 1 dribbles toward 2 who loops 1 dribbles toward 2 as 2 1 dribbles toward 3. 3 cuts to the top along with 4. breaks off screens by 5, 3, and 4 across lane and screens for 5. 4 to the opposite wing or top looking loops down and screens for 3. 1 for a spot to receive pass and shot. looks for 5 inside and then for 3 at the top.

1 looks to drive to basket with 2 filling behind and spotting up. 4 spots up at top and 3 pops to cor- Majerus vs. Zone ner with 5 screening. 1 finds open 1 dribbles toward 2 who cuts Denver (for a shooter) man for “3” to the opposite corner. 5 posts the 1 dribbles toward 3. 3 cuts middle defender and 4 fills behind 1. low into lane. 5 sets low creen for 3. 4 loops down to set second screen for 3 as 3 cuts back up to top. 1 reverses to 3 for shot.

Triple from Out-of-Bounds 2 will cut off creen by 5, then 1 passes to 4 who reverses to 3, then 4 always looking for a spot 3. 3 drives into a gap and looks to to receive pass and shoot. If a feed 2 or 1 as they spot up. 3 can defender looks to switch on any of also hit 5 in the lane or pass back the screens, the screener will step to 4. to the ball. Send Us Your Articles

We will pay up to $100 for accepted articles Only original and unpublished work will be considered. Please send to : [email protected] or mail your article to: J. Nicholas Abbott PO Drawer 1667 Wrightsville Beach, NC 28480

Volume 12 Number 8 11 Basketball Sense Magazine www.basketballsense.com Modified Motion Taking the best from three dif- precise and practiced patterns of terned movement, and players are ferent offensive systems – movement to create scoring oppor- generally denied much offensive (motion, continuity patterns, tunities for a team. These patterns freedom or creativity. and set-plays) – to build a can either be “set-plays,” - (these Of course, the key to both sys- workable man offense. are designed to be run from a tems, and a pat- starting point to a finish and have terned attack, is player execution. by Mark P. Zacher the goal of getting a specific player Either system can be effective open or getting a specific shot.), - if players execute properly, run Assistant Women’s Basketball Coach Mount St. Mary’s University/ or they can be “continuity offens- their cuts hard, locate bodies on Emmitsburg, Maryland es,” - (these are patterns that are screens, and look to take advan- run continuously, constantly re- tage of the scoring opportunities Coaches today, in designing setting without end, until a scor- that present themselves. Likewise, and deciding upon a man-to-man ing opportunity is utilized.). An neither system will work if players offensive attack for their teams, example of a set-play is what has do not execute or play hard. The have a wide range of selections often been labeled as “America’s key is always in getting your play- that basically fall within two very Play”. It involves specific patterned ers to treat every offensive posses- broad categories. player movement that terminates sion as if they are running their On the one hand, there is in getting a shot for a team’s best offense with the goal of perfect motion offense. This is a system shooter off of a double-screen. The execution, be it motion or pattern that emphasizes teaching players advantages of running set-plays offense. “how to play” rather than “how to are that a coach can control the In attempting to combine run plays”. In motion, players are movement of his or her players the best features of each of these given a set of rules that they are and can, generally, decide who, systems and to negate the dis- to follow, usually concerning spac- where, and when a shot will be advantages inherent in each, the ing, movement, and screening, attempted. The disadvantage is “modified motion” offense was and then they are given the free- that once the set pattern has been developed. Basically, this is a dom to operate within those rules run and an open shot has not re- patterned offense that gives the according to how the ball, their sulted, the team needs to stop its players some freedom, without the teammates, and their opponents offensive movement, pull the ball need to make a play call, to read move. It is, fundamentally, a free- back out, and call another play. the defense in entering the ball on lance offense. The advantages of An example of a offense and then provides spe- this system are the freedom that is the popular “.” This cific movements that they are to it allows players, the near impos- offense is run and reset from one run based upon this ball-entry. It sible task of trying to scout such side of the court to the other until involves continuity, as the offense a system, and its adaptability as an offensive scoring opportunity continually resets itself after each players are taught how to “read” is exploited. The advantages of specific movement. And, finally, it the flow of the game and to react continuity offenses are, again, provides options that can be used accordingly. The disadvantage is a coach can control his or her to get a specific player the ball for that it requires a significant time players’ movements, the players a shot, a possible post-up, or a for players to learn the system, know where they should be and dribble penetration opportunity. feel comfortable and free in us- what they should be doing, and The initial set of the “modi- ing it, and then coordinating the resetting nature of the pattern fied motion” is a high 4-out - 1-in their movements with those of allows the offense to “work” the (Figure 1). As in a pure motion their teammates. Much too often, clock and control the tempo. The offense, proper spacing is a neces- unfortunately, beginner teams us- disadvantage is that the continu- sity in our “modified motion” and ing motion tend to resemble four ously resetting pattern can be- the five positions need to be filled offensive statues standing around, come easy to defend. In addition, for the movement to reset and not knowing what next to do, and, finally, there are also a number continue. As a team learns the therefore, watching the one player of common disadvantages to both different entries and the result- with the ball go one-on-one. set-plays and continuity offenses. ing player movement, the offense On the other hand, there are These include that they are some- should be executed quickly, cuts pattern plays and offenses. This what easy to scout, defenders can and screens should be properly system, which can be further sub- recognize what is being run by timed, and rapid ball and player divided into two categories, uses either the play call or the pat-

Basketball Sense Magazine 12 Volume 12 Number 8 www.basketballsense.com movement should become the to the basket and then out to the look for the shot off of this double- norm. ball-side corner (Figure 2). At this screen and then, if the shot is point, the player on the wing with not taken, replace the top right the ball has two options available. position (Figure 4). On the pass to the 4-player on top, with no shot taken, the motion positions should be refilled as 2 and 5 re- place themselves and the 3-player continues through to the opposite wing (Figure 5). The offense is now reset and rapid ball movement, with appropriate player move- ment, should continue.

Out of this 4-out-1-in set, the player with the ball has the The player can either pass to the freedom to initiate the offense in corner or pass-fake to the corner anyway that he desires. However, and hold the ball. The pass to this should be done based upon the corner option is made as the how the defense is playing. For ex- 1-player is cutting out from the ample, if the defense is not deny- lane. Immediately, the passer cuts ing wing entry passes, the point- to the basket and the quick look guard can easily pass to the wing. is for the give-and-go (Figure 3). But, if the defense is denying the wing, then the point should make The second option that the use of any of the other options player on the wing has after available. Each of these different receiving a wing-entry-pass is to entries will then initiate the team’s pass-fake to the corner and keep movement on the floor without the the ball – (Figure 6). The 5-player need of any sort of play call. Hope- will read the pass-fake and then fully what results is a coherent of- fense in which the team-members are reading each other’s move- ments and reacting harmoniously. The six different entries into the modified motion that can be made are: a wing-entry-pass, a As 1 receives the pass, he should pass-entry-on-top, a skip-pass-en- dribble out of the corner to replace try, a post-entry-pass, a dribble- the wing spot, looking for this entry-to-wing, and a dribble-en- give-and-go cut. As this is occur- try-on-top. Any of these can be ring, on the weak-side the 4-play- made initially to begin the offense er should cut down and then off of and any of these can then be a staggered double-screen set by utilized as the offense is executed the 5 and 2. The 4-player should step out of the high-post to set and reset. The players have the an on-the-ball screen for 3. These freedom to read how the defense is players work a screen-and-roll. As playing and to make use of any of this is occurring, 4, on the weak- these without the burden or need side, cuts down and sets up to use of calling out a play. And, in turn, a down screen set by 2 (Figure 7). each of these entries will begin This movement provides an outlet the appropriate player movement pass for 3 to either make a shot or as the team reacts to the decision to reset the offense. If the screen- that is made and where the ball is and-roll option does not result in moved. a scoring opportunity, the offense To begin, 1 makes a wing- is reset as the positions are re- entry-pass and immediately cuts filled – (Figure 8).

Volume 12 Number 8 13 Basketball Sense Magazine www.basketballsense.com – will then cut low off of 5 (Figure ally, if a hand-off option is open, 10). The immediate look on this cut is for the score. If a scoring pass is not made, 2 cuts out to

it will be the second cutter. If a hand-off is not made, the second cutter (2 in the Figure) continues the corner and the wing-player down and sets a screen for the has the options of either pass- wing (3 in the Figure). The 2-play- ing to the corner or making the er cuts off of the screen and then pass-fake and keeping the ball. off of the high post and receives Once again, we are into the same the ball (Figure 13). As this is oc- two basic wing options. Of course, the player on top who received the initial pass, 2, also has the op- These are the main two con- tion of not making the skip pass tinuity movements of the offense. if it is not open, and he can then For the most part, the rest of the use any of the other entries of the entry options will result in the ball offense. being on the wing and the wing- The skip-pass-option should player have the options to either be made when both the wing and pass to the corner or pass-fake to top players are being strongly the corner and keep the ball. denied. In this option, 1 skips the The next entry option that the ball to the opposite wing. On this point-guard, or any player on top, pass, 1 makes the low cut off of 5 can make is the pass-entry-on- (Figure 11). The two wing options top. If the pass is made on top, will then result with 1 cutting out curring, 1 and 4 set a staggered the wing player on the side of the to the corner if he did not receive double-screen for 2 to come to the passer immediately back-screens a scoring pass on the initial cut. ball-side wing looking for the shot for the passer to fade to the wing (Figure 14). Finally, if the pass is for the skip-pass. This option of- not made to 2 for the shot, 5 steps ten produces an open shot on the wing – (Figure 9). If the shot is not taken, the player who made the skip pass – (2-player in the Figure)

The final pass option that can be utilized is the post-entry-pass. On the pass into the post, the top out and sets an on-the-ball screen players will scissors off of the high for 3 and 1 clears to the opposite post looking for the hand-off and a wing (Figure 15). The 3-player possible lay-up (Figure 12). Gener- looks to penetrate to the basket

Basketball Sense Magazine 14 Volume 12 Number 8 www.basketballsense.com can v-cut back out to the corner, The final entry option, the which would result in the two dribble-entry-on-top, will result in main wing options being available the other top player (2-player in (Figure 18). Or, he can turn and Figure) – cutting off of the high- post, circling, and then coming off of a screen on the new ball- side. As the dribble-entry is being made, 4 on the wing cuts in to screen for 2 to coming out on the wing. This is a possible shot op- portunity (Figure 21). If a scoring pass is not made, the ball can and has the option of 1 as a kick- then be entered to the wing and out shooter if the denial defender the two main wing-entry- pass sags to help. If none of these op- options are available. Of course, tions are taken, the ball is simply as always, the player with the taken across the top and the play- ball has the freedom to make the ers without the ball refill the spots back-screen for the post-player to appropriate entry with the other of the offense (Figure 16). cut hard to the ball-side box. This players reading his action. provides a perfect post-up oppor- tunity as it often catches the post defender sleeping (Figure 19). If the post-up option is not open, the

The dribble-entry-to-wing op- The final movement that can tion should be utilized when the occur goes all the way back to the defense is strongly overplaying initial pass to the wing and the and denying. The player on top immediate cut that is made by the with the basketball (1 in the Fig- screener – (3-player in Figure) – passer (see Figure 2). The cutter ure) dribbles at the wing player, steps out for the ball reversal pass (1-player in Figure) also has an keeping his dribble alive, which and an immediate back-screen option, in addition to cutting out triggers a backdoor cut. The initial and fade occurs on the weak-side to the corner, that can be taken look on this dribble-entry is the (Figure 20). If the skip-pass is and the other players must read backdoor to beat a strong over- made, this initiates the skip-pass and react to accordingly. The 1- playing defender (Figure 17). If the option and the offense continues player can also, if he feels like the backdoor pass is not made, the (see Figure 11). post defender is sleeping, turn cutter then has two options. He and back-screen for the post- player (Figure 22). The post player

Volume 12 Number 8 15 Basketball Sense Magazine www.basketballsense.com again, as in the dribble-entry-to- wing option, cuts to the ball-side box looking for the pass. The reset movement is the same for Sense Quiz this option as for the dribble-en- try-to-wing option. If the post-up 1. The 3-point line is how wide? option is not taken, 1 steps out of A) 2 inches B) 3 inches C) 1 inch D) 2 1/2 inches his screen to receive the revers- 2. Can a visiting team be called for a technical because of the be- ing pass and an immediate back- havior of spectators? screen and fade will occur on the weak-side (Figure 23). 3. What is the penalty for calling successive time-outs during an over- time period? 4. A player accidentally kicks the ball to his teammate who lays the ball in. Is this basket allowed? 5. During the opening , is a player required to jump and at- tempt to control the tossed ball? 6. A player inbounds the ball from the half court by successfully throwing the ball in his basket. Is this a legal basket? 7. Is it a violation for a player who is standing still and in control of the ball, to touch the ball to the floor? 8. Does it count as a player’s dribble if, while standing still and in con- trol of the ball, he touches the ball to the floor? These are the movements of 9. A player attempts a front court pass to a teammate. The ball, un- the offense. They need to be bro- touched by any other player, is deflected off of the referee’s leg and ken down and individually taught. into the backcourt. Can the passer retrieve the ball in backcourt Then, as the players become more and maintain possession? and more comfortable in reading 10. The home team provides the game ball. If the visiting team objects the entries, they should be drilled to the choice and provides their own choice, who gets to make the continuously with rapid player final decision concerning which game ball is used?

movement and ball reversal until violation. Judgment call. 5) No 6) No 7) No 8) No 9) No 10) The referee. The 10) No 9) No 8) No 7) No 6) No 5) call. Judgment violation. the offense moves easily from one a not are kicks Accidental Yes. 4) allowed. not just is it penalty, No 3) Yes 2) A 1) Answers: Quiz Sense option to the next. The result will be a team that is difficult to scout, has offensive freedom, and yet is The Basketball Sense Desk Calendar running a series of carefully de- signed patterns. The offense is a type of “mo- tion” in that it provides the play- ers with the freedom of decision- making and takes out the need of making verbal play-calls. It is a “continuity-offense” in that it con- stantly resets itself until a scor- ing opportunity is utilized. And finally, it also offers “set-play” op- portunities as specific entries can be run to get a shooter an open look, to get a post-up opportunity, or to get a two-player, screen-and- This calendar will make a great gift for you, your staff, or a coaching friend. It is roll look. The “modified motion” not available in retail stores. There is nothing quite like the Basketball Sense Desk offers the best of all three! Calendar. Printed as days of the month only (leap day included), the calendar can be used over and over for years to come. Dimensions: 5 ½ x 4 ¼ inches. Price: Only $14.95, plus shipping; Five or more, $12 a piece, plus shipping

Basketball Sense Magazine 16 Volume 12 Number 8 www.basketballsense.com Player/Parent/Coaches Meeting by Bill Ayers shallow and we knew we would  Allowing the officials to do their Mead, Washington have to work extra hard to have job and call the game, under- success). standing that they are human Every year, two weeks prior to and are capable of making the season, we hold a mandatory Philosophy mistakes. meeting for all prospective play- This section is the cornerstone  Leaving the game at the gym ers, their parents/guardians, and of the booklet. It is here that we and talking about it only if your program coaches (note: failure to introduce our general program son initiates the discussion. attend this meeting by a player philosophy and goals. What can  Not blaming the coaches for and/or his parents/guardians parents expect their sons to garner your son’s problems or lack of would preclude a young man from educationally from participating in playing time. turning out for the program. We our program, aside from the devel- We also include a copy of the offer the opportunity for those who opment of individual skills, physi- poem, “A Parent Talks To A Child miss to meet with the head coach cal fitness, and team strategy (see Before The First Game” (unknown). later only in extreme extenuat- attached “Dear Parents . . .”)? Lastly, we include a life size picture ing circumstances). Our primary We also list an outline of the of Julius Erving’s right hand (an intent is to avert any potential characteristics that must be evalu- example of being born with real conflicts in the future by clearly ated when selecting teams at the physical tools) and a college fact outlining our program philosophy various levels, as well as a ten-step sheet for high school basketball /goals, to enhance player/par- procedure that will enhance aca- compiled by Metro Index Scouting ent understanding of our methods demic success. Service (the stat that only 1.2% and procedures, and to field any Expectations of all high school seniors in the questions pertinent to these areas Here we clearly outline com- U.S. play D1 basketball is an eye (we also discuss eligibility require- munication parents should expect opener for many parents). ments as well as the district ath- from our coaching staff (e.g., loca- letic policy/handbook, and allow tion and times of all practices and Care of Equipment local vendors to display basketball We include explicit directions contests, team rules and guide- shoes at discounted prices). for care of all equipment we issue lines, procedure regarding injuries Each family unit receives a to our athletes (washing/drying during participation, etc.), com- booklet divided into the following instructions, storage, etc.). munication coaches expect from chapters: athletes/parents (e.g., advance Nutrition Introduction notification of any schedule con- This is an important section, This section includes a wel- flicts, special information regard- and we have found that parents come, brief bios on the coaching ing physical limitations, etc.), and have a lot of questions regarding staff, and usually a borrowed com- again cover issues not appropriate nutrition. There is a plethora of ment on basketball in general (e.g., to discuss with coaches (playing materials on the internet regarding why the game is so special and time, team strategy, play calling, nutrition and athletes. Gator Aide what makes it so great – we want other student-athletes) has some good material. parents to get a feeling for our pas- Perspective sion for the game. Schedules This section is directed at the The final section consists of Comment on the Previous Season parents. We attempt to define what game and practice schedules (place A comment by the head coach attributes a real Wildcat basketball and time) for all teams, as well as on the previous varsity season, parent would possess, and then we phone numbers (work/home) of all accentuating the contributions expound upon them. Attributes we program coaches. of graduated seniors and briefly discuss are: It has been our experience outlining the prospects for the  Shouting words of encouragement that this pre-season meeting with up-coming year. It is here that we to your son during the game. parents, players, and coaches like to introduce players/parents  Shouting words of encourage- goes a long way toward creating a to our “catch phrase” for a particu- ment to all Wildcat players, cooperative attitude amongst all lar season (e.g., “While we can’t even if they are playing in front parties involved, and has lessened ensure success, we can deserve it.” of your son. the amount of in-season turmoil This was our mantra for a recent  Refraining from razzing the as a result of clearly outlining our season where our talent pool was other team’s players. philosophy and expectations.

Volume 12 Number 8 17 Basketball Sense Magazine www.basketballsense.com