Upward Basketball Coach Playbook

©2009 Upward Unlimited. Upward® and Upward Flag Football™ are registered trademarks of Upward Unlimited. Upward Soccer,™ Upward Cheerleading,™ Upward Unlimited,™ Upward Basketball®, Upward Soccer Camp,™ Upward Basketball Camp,™ Upward Cheerleading Camp,™ and the Upward Star Logo are trademarks of Upward Unlimited. All rights reserved. All Scripture quotations are from the Holy Bible, New International Version, ©1973, 1978, 1984, by International Bible Society, used by permission. The “NIV” and “New International Version” are trademarks registered in the United States Patent and Trademark Office by International Bible Society. Use of either trademark requires the permission of International Bible Society. Table of Contents

INTRODUCTION Mission and Values of Upward ...... 4 Introduction ...... 5

SECTION ONE: COACHING UPWARD BASKETBALL Becoming an Upward Coach ...... 8 Communicating with Children ...... 11 Communicating with Parents ...... 12 Upward Awards Celebration ...... 12 An Extra Ministry Touch ...... 13

SECTION TWO: PRACTICE Preparing for Practice ...... 16 Basketball Positions ...... 17 Warm-up Activities ...... 19 Skills and Drills ...... 20 Offensive Plays...... 51 Practice Chart ...... 59 Practice Outlines ...... 60 Devotions ...... 60 Scripture Learning ...... 61 Weekly Practice Outlines and Devotion Guides ...... 63 Practice 1 ...... 66 Practice 2 ...... 73 Practice 3 ...... 77 Practice 4 ...... 82 Practice 5 ...... 86 Practice 6 ...... 91 Practice 7 (Gospel Presentation) ...... 96

2 Upward Basketball Coach Playbook Table of Contents

Practice 8 ...... 101 Practice 9 ...... 106 Practice 10 ...... 110 Practice 11 ...... 114

SECTION THREE: GAME DAY Circle of Criticism and Circle of Affirmation...... 120 Rules for Upward Basketball ...... 122 Substitution System ...... 128 Game Day Recognition ...... 132

SECTION FOUR: FORMS Substitution Forms...... 134 Star Distribution Forms ...... 138 Notes ...... 140

Upward Basketball Coach Playbook 3 MISSION STATEMENT To introduce children to Jesus Christ by creating opportunities to serve through sports.

VALUES The Expectation of God Moments We believe that God is at work all around us.

The Life of Integrity We believe that how we live is more important than what we say.

The Discipline of Excellence We believe in serving that exceeds expectations.

The Priority of Children We believe that Every Child Is A Winner.

4 Upward Basketball Coach Playbook Introduction

Introduction Welcome to Upward Basketball! This playbook is designed to provide you, a volunteer coach, with what you need to be successful in the Upward Basketball Ministry. The information on the following pages is intended to guide you through the season and includes the weekly devotions as well as the rules unique to Upward Basketball. For all Upward coaching needs, visit www.upward.org/upwardcoach. This page has been created to equip you as an Upward coach and is only accessible through this URL. You will find the weekly devotions, practice outlines, rules unique to Upward Basketball and much more.

Upward Basketball Coach Playbook 5 6 Upward Basketball Coach Playbook Section One: Coaching Upward Basketball

Upward Basketball Coach Playbook 7 Section One: Coaching Upward Basketball

Becoming an Upward Coach The coach is the key component to fulfilling the mission of Upward: “To introduce children to Jesus Christ by creating opportunities to serve through sports.” This entire mission is in the hands of the coach. As an Upward Basketball coach, you have a tremendous opportunity to make a positive impact in the lives of your players and their families. For this reason, it’s important that you understand your responsibilities as a coach: 1. Share the love of Jesus Christ with each player. You may provide the only opportunity for children to know and hear about Jesus. 2. Recognize the “winner” in every child. Find ways to encourage and show each player that he or she is valued through Jesus Christ. 3. Prepare for practices and games. Be prepared not only to teach basketball skills but to look for ways to instill confidence, boost self- esteem, and share Christ with your players. 4. Teach the fundamentals of basketball. Upward Basketball is designed to teach fundamental basketball skills. 5. Know your role in the Circle of Affirmation. Remember, people care more about what you do than they do about what you say. The Circle of Criticism and the Circle of Affirmation are found on page 120. 6. Support the referee with positive comments. Choose to start the Circle of Affirmation. Your lead will instill respect for authority and create a positive atmosphere for all who participate or watch. 7. Distribute Upward Stars. The multi-colored stars should be distributed at the end of each game, and the Scripture learning stars should be distributed at the end of each practice. These stars play

8 Upward Basketball Coach Playbook Section One: Coaching Upward Basketball

an important role in building the self-esteem of your players. Explain why the player is receiving a particular star. Be sure to include the parents. This should be a special time for parents and players. Encourage clapping and praise! The success of a coach is not based on wins and losses. The success of a coach is characterized by how he or she conveys Christ in actions and attitudes on and off the court as well as how he or she teaches and encourages within the sport of basketball. That is the Upward Experience. The Upward Experience is where solid ministry components and great sport instruction meet. A great Upward coach is one that is equally strong in ministry components and sport components. An Upward coach that is strong with all ministry aspects but is weak in teaching the sport will leave many parents appreciative of his/her efforts, but unfulfilled in their child’s sport development. Likewise, an Upward coach strong in sport but weak in the ministry components will leave parents frustrated and with an impression that this is “just another basketball league.” So what is it that creates a great ministry experience through an Upward coach? › Connecting with each player as the season progresses The coach should know each player’s name and edify him or her at every opportunity. They need to communicate that they care about them as a person and not just as a player by their actions. Get down to their level and interact with eye contact and smiles. Showing an interest in each player goes a long way when connecting with them. › Sharing Christ-centered devotions at each practice This should be an important time for the coach. Preparation is key so that this time is not breezed through. Devotions are the most important time of each practice.

Upward Basketball Coach Playbook 9 Section One: Coaching Upward Basketball

› Coaching with the 2 Corinthians 4:18 philosophy: “Don’t focus on the seen but the unseen. The seen is temporary but the unseen is eternal.” Winning and losing games is completely temporary. Most of the time, the results are forgotten within a few weeks. However, the ability a coach has to make an eternal difference in the life of a child by sharing their faith with players could make an eternal impact. Coaches should keep this perspective as the season progresses. › Sharing Christ through their actions It is not through sharing devotions alone that a child is impacted. It is through a coach showing Christ in their actions. Do players see Christ reflected through their coach? So what is it that creates a great sport experience through an Upward coach? › Knowledge of the sport Coaches should know the sport well so they are able to teach it. › Teaches fundamentals Fundamentals are the building blocks to success in any sport. A great coach can build the fundamentals in each player. Coaches should place more emphasis on teaching fundamentals rather than strategy. › Applies life principals to sport moments Life lessons can be taught through sports. In many situations, you can tie in life principles. For example, how do you react when your team loses? We do not always win in life. So, how does a coach translate that to a life application to teach a child a lifelong lesson? › Promotes a love for the game At this young age, it is important to promote a love for the game. As kids grow up and stop playing organized sports, they should still be active and enjoy the opportunity to play the game.

10 Upward Basketball Coach Playbook Section One: Coaching Upward Basketball

Communicating With Children Being an effective coach means being an effective communicator. Here are a few guidelines on communicating with your players: › Create a positive environment by speaking to each player as he or she arrives for practices and games. Greet players with enthusiasm and let them know how glad you are to see them. › In all your interactions, talk on the child’s level. › When teaching basketball fundamentals, focus on a few skills at a time. Remember that too much, too fast, won’t last. › When distributing stars, give specific reasons why each child earned a particular star. › Personalize the devotion. Be confident and remember that God is working through you. You can impact a child in your weekly five to eight-minute devotion, especially as these truths are reinforced by what you do and say. › Allow time for each player to participate and respond during devotions. › Pray for each player by name throughout the season, both in group prayer times and when praying alone. › Remember that you are a coach, friend, and spiritual guide for each player.

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Communicating With Parents Get to know the parents and family members of your players. Include parents in your team meeting at the first practice. At that time, introduce yourself and share your excitement about the season. Many parents and family members want to support you and the team and will offer to help throughout the season. Here are some ideas to keep parents and family members involved: › Give them a copy of the team roster and encourage them to get to know each other. › Look for ways outside of basketball to connect with the players’ parents. › Ask one parent to put together a schedule for families to rotate bringing snacks to the games. › Look for parents to help run practices.

Upward Awards Celebration Your Upward Awards Celebration is the highlight of the entire season. This celebration offers you the opportunity to demonstrate your love and support for the players. Every player will receive an award to serve as a reminder to be Christlike and to remind them of their participation in the league. All coaches should attend this special time of fun and fellowship.

12 Upward Basketball Coach Playbook Section One: Coaching Upward Basketball

An Extra Ministry Touch You are encouraged to develop relationships with players and their families as the season progresses. Be sensitive to their needs. Be prepared to answer any questions a child may have about beginning a relationship with Christ. When children make a decision to follow Christ, share this information with their family members and your follow-up commissioner. Here are some recommendations to consider: › Visit the child within the same week. › If the family does not attend a church, invite them to your church. › Find out what Sunday school, small group, or Bible study class each family member would attend. › Make the family feel welcome at your church.

Ministry Sport

To Introduce Children to Jesus Christ By Creating Opportunities To Serve Through Sports

Tools of the trade: Tools of the trade: › Scripture Learning Cards › Coach Playbook › Devotions Rules Unique to Upward including the Upward Substitution System Drills to › Gospel Magnet reinforce skills › Gospel Tool › Coach DVD › Upward Website (www.upward.org) › Take home drills (reverse side of Scripture Learning Cards) › Evaluation process to create equal teams

Upward Basketball Coach Playbook 13 14 Upward Basketball Coach Playbook Section Two: Practice

Upward Basketball Coach Playbook 15 Section Two: Practice

Preparing for Practice As a coach, it is essential that you come prepared for practice. Lay out a detailed practice outline and be prepared for the practice devotion. This will make your practice times focused, efficient, and meaningful. Practice Format 1. Warm-up Activity (3-5 minutes) – This provides players the opportunity to practice individually and slowly warm up their muscles as players are arriving. 2. Team Meeting (3-5 minutes) – Cover specific basketball rules and the basics of basketball. Teach and review proper techniques for each skill needed for practice drills. Continue to teach skills and review rules throughout the season. Teach no more than two new skills per practice. 3. Practice Skills Through Drills (20 minutes) - Take the skills that were taught during the team meeting and implement two to three drills to reinforce learning. Each skill should be followed up with two or three drills. See page 20 for the Skills and Drills section. 4. Devotions (5-8 minutes) – Conduct practice-specific devotion for each week. See pages 63 for the weekly devotions. › Prepare for object lessons. Some devotions require you to bring an object to add emphasis to the devotion. › Review the devotion prior to practice. Become familiar with the devotion. › Prepare a personal story. When players hear a personal faith story from a coach, the spiritual impact will be much deeper. › Review Scripture learning. Know the Scripture learning verse that will be shared at practice.

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5. Scrimmage, Drills, or Offensive plays (20 minutes) – Scrimmaging is a great way for players to practice skills they have been taught. This also gives you time to coach technique and strategy. Stop play to teach as often as you feel necessary. 6. Post-practice Huddle (5 minutes) – Distribute Scripture learning stars and Scripture learning cards. Call attention to the drill on the reverse side of the Scripture learning card. Review the skills learned and instruct players to practice those skills at home. Make any necessary announcements. After practice is a great time to engage in conversation with players’ parents.

Basketball Positions Teaching each player various Center/ positions on the court is important. Post Player

To help encourage floor spacing and Small Forward floor balance, the following diagram 3 is provided. Positions 1 and 2 refer 5 to guards, Position 3 is a small Point Guard forward, and Positions 4 and 5 are 1 post players. 4

Shooting Guard 2 Power Forward/ Post Player

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› Point Guard (Player 1) – Operates around the perimeter, calling plays and directing the offense. The point guard should be skilled at ball handling and dribbling, with the ability to penetrate and make something happen. Main responsibilities: Direct the offense, dribble and pass the basketball, and be the first player back on defense. › Shooting Guard (Player 2) – Operates around the perimeter, looking to create and take open shots. The shooting guard is normally a great shooter and is skilled at ball handling and dribbling, with the ability to drive to the basket. Main responsibilities: Shoot mid-range to long jumpers and dribble penetrate. › Small Forward (Player 3) – Operates around the perimeter as well as near the basket. A well-rounded player, the small forward is capable of shooting from anywhere on the court. Main responsibilities: Shoot short to mid-range jumpers and rebound. › Power Forward/Post Player (Player 4) – Operates near the basket. The power forward moves around the basket, posting up on the block and flashing the lane in an attempt to get open. Main responsibilities: Set screens, rebound, and take short jumpers. › Center/Post Player (Player 5) – Operates near the basket. The center moves around the basket, posting up on the block and flashing the lane in an attempt to get open. Main responsibilities: Set screens, rebound, and take short jumpers.

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Warm-up Activities Warm-up activities are a great way for players to get loose and ready for practice. A great way to get your players involved is to do the warm-up activities with them. Remind them that warm-ups and stretching are done to prevent minor muscle injuries. Be creative with warm-ups and make them fun. Below are some great ways to get the heart pumping! › Leg and shoulder stretches - With players sitting on the floor, have them stretch out their legs and touch their toes. For shoulder stretches, have players roll their arms forward and then backwards. › Donkey kicks - With players in a standing position, have them jump up and kick their heels toward their backs. › Power jumps - With players in a standing position and their arms above their heads, have them jump up and down. › Feet on fire (running in place) - This drill helps players get their feet moving. › Jumping jacks - Instruct players to count out loud.

Upward Basketball Coach Playbook 19 Section Two: Practice

Skills and Drills This section reviews the fundamental skills of basketball, explains why each is important, and emphasizes the skill’s basic teaching points. To help you teach your players the fundamental skills of basketball, numerous drills are included in this playbook, the Coach DVD and on the coach’s website (www.upward.org/upwardcoach). Most drills involve multiple skills, which will allow you to teach more basketball in your hour of practice each week. Use one to two players to demonstrate a skill and drill before running the drill as a team. This is especially important when coaching younger players and at the first few practices. Remember, keep your players’ attention by keeping them moving. Challenge them to do their best, have fun, and improve each week!

KEY TO DIAGRAMS Player Player movement without the ball Dribble Pass Shoot Rebound Screen Coach Sequence Cone

Use this key for the drills located on pages 21-50.

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FOOTWORK Things to Remember Proper footwork promotes balance, quickness, and readiness to make something happen on the court. Being proficient at this skill will improve a player’s performance both offensively and defensively. The following list of teaching points should be emphasized at every practice:

Footwork Teaching Points: › Proper balance › Foot positioning – feet shoulder-width apart and slightly staggered › Knees bent – weight in center of body › Low center of gravity › Head up – see the court › Ready to move

Basic Footwork Skills: Triple Threat Position › Provides a player the option to pass, shoot, or dribble › Position the basketball in the “shooting pocket” with shooting elbow over knee › Have “strong hands” with possession of the basketball so that defenders cannot easily knock the ball away

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Jump Stop › Allows a player to establish a pivot with either foot off a dribble or pass › Leap/jump should be low to the floor (like sitting in a chair), not a high jump › Both feet hit floor at the same time – good balance › Land on floor in triple threat position › Use when catching a pass; teach “ball in air/feet in air” concept

Front Pivot and Reverse Pivot › Lift heel, protect ball, stay low, and lead with elbow › Allows a player to pivot in one or more directions by keeping one foot planted on the ground › Allows an offensive player to move away from defenders, while protecting the basketball › Skill is also important for setting screens and rebounding

22 Upward Basketball Coach Playbook Section Two: Practice

Footwork Drills Footwork Line Drills (no basketball required) › Players form lines on baseline or sideline – two players deep Spot #4 › Use cones or mark the court for starting/stopping spots – Spot #3 minimum 3 spots › No basketball necessary – players dribble and hold Spot #2 imaginary basketball › Players will start/stop on voice Spot #1 command or whistle › Players should stop at each spot with jump stop and land in triple threat position › Pause between stops/starts to check for proper balance › Second player in line starts as the preceding player leaves first spot

Rotate the following footwork line drills: 1. Jump Stop/Triple Threat 2. Jump Stop/Triple Threat/Right Front Pivot 3. Jump Stop/Triple Threat/Left Front Pivot 4. Jump Stop/Triple Threat/Right Reverse Pivot 5. Jump Stop/Triple Threat/Left Reverse Pivot

Upward Basketball Coach Playbook 23 Section Two: Practice

Have each player raise his or her hand in the air that coincides with the desired pivot direction. This will help each player pivot in the correct direction. Variation: Add basketballs after your players understand the above concepts. Allow them to practice the above skills after picking up their dribble and receiving passes.

Pivot Drill (no basketball required) › Players should spread out in your practice area – no basketball necessary › Players start in triple threat position, protecting an imaginary basketball › Instruct players to establish a pivot foot › Practice half-turns and front/reverse pivots › Repeat with opposite foot established as the pivot

Variation: Add basketballs and defenders after your players understand the above concepts. Allow them to practice the above skills after picking up their dribble and receiving passes. Note: Remind your players that every element of the game revolves around footwork. Integrate the basic footwork skills with other drills when applicable.

24 Upward Basketball Coach Playbook Section Two: Practice

BALL HANDLING AND DRIBBLING Things to Remember An adept ball handler and dribbler can make things happen on the court. Mastering these skills can help create open shots, obtain better passing angles, and lead to fewer turnovers. A great offensive player must be able to handle the ball!

Ball Handling and Dribbling Teaching Points: › Dribble with fingers, not palms – similar to typing on a keyboard › Proper body position, with knees bent and body flexed at the waist › Keep head up – see the court › Protect the basketball – use arm bar › Work both hands – be able to go right and left › When picking up a dribble, end with a jump stop landing in triple threat position

Basic Dribbling Skills: Control Dribble (Use against defensive pressure) › With body turned to the side, dribble basketball near the back knee › Keep the dribble low and compact, below the knees › Non-dribbling arm should be held out in front of the body to protect the ball from defenders – arm bar

Upward Basketball Coach Playbook 25 Section Two: Practice

Speed Dribble (Use to push the ball up the court and on fast break situations) › Dribble is pushed out in front of the body but controlled › Dribble is higher and softer

Retreat Dribble (Use to avoid defensive pressure and to keep dribble alive) › Dribble backwards (hop back) to avoid pressure › Dribble requires a change in speed and change in direction › Dribble teaches players not to habitually pick up their dribble when heavy, defensive pressure is applied

Crossover Dribble (Use to break down a defender; good penetration move) › Dribble must be kept low when crossing over from one hand to another, keeping it away from the defender › Use head and shoulder fakes to help “sell” the move › Goal is to get the defender on his or her heels › Explode to the basket with speed dribble after the crossover

Whirl Pivot Dribble (Use to avoid defensive pressure and to dribble by defender) › Pull the basketball through low during the pivot › Keep the basketball in the same hand until completing the pivot › Pivot should be low and quick with head up › Explode to the basket with speed dribble after the whirl pivot

26 Upward Basketball Coach Playbook Section Two: Practice

Behind the Back Dribble (Use to break down a defender; good penetration move) › Use head and shoulder fakes to help “sell” the move › Pull the basketball hard both around and through the body › Slap opposite back thigh during the exchange

Ball Handling Drills Ball Handling Team Drills (one basketball per player or divide your team into two groups) These stationary ball handling drills should be done in a group setting. Demonstrate with one or two players, as they can be the team leaders during all ball handling drills (“follow the leader” technique). Allow 5-10 repetitions before reversing direction where applicable. › Ball Slams – With feet shoulder-width apart, have players slap the basketball with fingers spread wide. Encourage them to try and knock the air out of the basketball. Players should “slam” the ball by rotating their right and left hands. › Fingertip Drill – With feet shoulder-width apart, players pass the basketball from hand to hand in front of the body using only the fingertips. Move ball from ankles, to knees, to waist, to chest, to head, and to above head using the fingertips. Encourage players to keep their arms straight. › Around the World – With feet together, players pass the basketball around their body. Start with the ankles, to knees, to waist, to head. › Leg Wraps – With feet shoulder-width apart and one foot slightly in front of the other, players pass the basketball around their front knee or ankle.

Upward Basketball Coach Playbook 27 Section Two: Practice

› Figure Eight Leg Wraps – With feet slightly wider than shoulder- width apart, players pass the basketball behind their left leg with the right hand. The left hand then takes the basketball and passes it behind the right leg. Variation: This drill can also be performed with a dribble. › Figure Eight Quick Drops – With feet slightly wider than shoulder width apart, players should hold the basketball between their legs with one hand in front of their bodies and the other hand behind their bodies. Players should drop the ball while switching hands from front to back. Encourage players to catch the ball before it hits the floor. › Front-to-Back Quick Drops – With feet slightly wider than shoulder- width apart, players should hold the basketball between their legs with both hands behind their bodies. Players should drop the ball while switching both hands from back to front. Encourage players to catch the ball before it hits the floor. Note: Hand quickness, keeping the head up, and ball control should be emphasized during all ball handling drills.

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Dribbling Drills Dribbling Line Drills (three to five basketballs required) During all dribbling line drills, you should stand in front of the players to Turnaround Point teach, encourage, and evaluate each player’s performance. › Players form lines on baseline or sideline (two players deep) – one basketball per line › Use cones or chairs to represent stopping/starting points or change – of-dribble spots › Players will begin the drills in triple threat position › Players will start/stop/change dribble on voice command or whistle › Pause between stops/starts to check for balance, arm bar, and if head is up › At the turnaround point, require jump stops with pivots › Work opposite hand on return dribble › Players should end drills with a jump stop, giving the basketball to the next player in line

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Rotate the following dribbling line drills: › Speed Dribble › Speed Dribble/Control Dribble - on command, stationary control dribble › Speed Dribble/Retreat Dribble – on command, two to three dribbles backwards against imaginary defender followed by speed dribble › Speed Dribble/Crossover Dribble · Form lines opposite one another on both sides of the practice area · On command, players speed dribble toward each other and do a crossover dribble upon meeting teammates · After crossover, players explode up the court with speed dribble › Speed Dribble/Control Dribble/Whirl Pivot Dribble · On command, players come to control dribble · On command, players perform whirl pivot followed by speed dribble › Speed Dribble/Behind the Back Dribble – on command, behind the back dribble followed by speed dribble › Two Ball Dribble (emphasize keeping the dribble low) · Walk · Speed dribble · Speed dribble with alternating dribble

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› GO-STOP-CHANGE-GO · On GO command or whistle, speed dribble right-hand · On STOP command or whistle, control dribble with right hand · On CHANGE command or whistle, change control dribble to left hand · On GO command or whistle, speed dribble left hand Note: Encourage your players to keep their heads up during all dribbling drills. You should hold fingers high in the air showing different numbers and have your team shout the number of fingers shown. This will help players to keep their heads up and not look at the basketball.

PASSING AND RECEIVING Things to Remember Passing and receiving a basketball allows a team to effectively move the ball quickly around the court. A team that has players with strong passing and receiving skills will spread the defense and be hard to guard. This strength should help create open shots, which will hopefully lead to more scoring opportunities.

Passing Teaching Points: › Two hands on the basketball, with fingers on the sides of the ball › Ball in middle of body › Step toward target › Push thumbs through ball and snap wrists, creating backspin on the basketball › Extend arms completely as you follow through toward target

Upward Basketball Coach Playbook 31 Section Two: Practice

Receiving Teaching Points: › Both hands up in ready position – show a target › Step toward the ball when passed – meet the pass › “Ball in air/feet in air” concept – leads to jump stop, triple threat position, and ability to pivot with either foot › Look the ball into the hands

Basic Passing Skills Two-Hand Chest Pass › Basketball is held with two hands at chest level › Keep elbows out and wide › Passer targets the receiver’s chest area › Passer steps toward their target with either foot as the ball is thrown › Snap the thumbs down extending the arms

Two-Hand Bounce Pass › Basketball is held with two hands at chest level › Passer aims for a spot on the floor about two-thirds (a little more than halfway) of the way to the receiver › Passer targets the receiver’s chest area

Overhead Pass › Basketball is held with two hands above head › Passer targets the receiver’s chest area

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Passing and Receiving Drills Distance Passing (one basketball for each pair of players) Be sure to incorporate all three basic passes into this drill. › Pair up players and have them face each other six to eight feet apart › Instruct players to pass the basketball back and forth using a chest pass › After several repetitions, have each player take one to two steps backwards and continue passing › Continue moving players back until they are passing from a challenging distance

Two Line Passing (two basketballs required) This drill’s purpose is to help players Turnaround Point pass to a moving target. It also works on receiving the basketball while on the move. Two pairs of players can perform this drill at one time. › Pair up players and have them face each other six to eight feet apart › Establish a starting and turnaround point › One player in each pair needs a basketball › Using defensive slides, players move up and then back down the pairs 6-8 (feet apart) pairs 6-8 court (feet apart)

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› While sliding, instruct players to pass the basketball back and forth using a chest pass › Players pass the ball immediately upon receiving the ball Variations: Both players running up and down the court, rather than sliding. You may also require the receiver to perform a jump stop upon catching the basketball and immediately passing it to his or her moving partner.

SHOOTING Things to Remember One of the greatest thrills in the game of basketball is seeing the ball pass through the net. To become a good shooter, a player must develop proper shooting mechanics. Shooting Teaching Points: › Square up shoulders to the basket › Ball on fingertips, not palms › Opposite hand should be lightly placed on side of ball (balance/weak hand) › Practice BEEF principles: · Balance – Learn to prepare for the shot by stopping with the feet set, knees slightly bent, ready to jump (good triple threat position) · Elbow - Proper shooting alignment; ball should be directly over the elbow with the wrist cocked · Eyes - Pick a spot (front of the rim, back of the rim, etc.) and focus on that target as the shot is being attempted · Follow through - Release the ball smoothly, completely extend the arm, and snap the wrist, which should create good backspin on the basketball

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Shooting Drills Lay-Up Steps (no basketball required) Instruct your players to shout “STEP-HOP-SHOOT” when performing this drill. Mirror this drill to practice left-handed lay-ups. › Allow players to spread out in your practice area, at least four to five feet apart › Players start in triple threat position, holding imaginary basketballs with heads and eyes up on the target › On the STEP command, players step with their left foot (right-handed lay-ups) › On the HOP command, players raise their right knee and right arm toward the basket (visualize a string connecting a player’s right arm and right leg) › On the SHOOT command, players extend their right arm as they shoot an imaginary ball

Ceiling Shooting (one basketball for each pair of players) Encourage your players to yell “SWISH” when the basketball is shot. Allow at least five repetitions before rotating. › Pair up players and have them spread out about six to eight feet apart › One player in each pair will get down on the floor (shooter), and lie on his or her back › Instruct your shooters to place their shooting elbow on the floor and against their body › Shooting hand should be spread wide

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› The shooter’s balance/weak hand should not touch the basketball › Non-shooting partner will place the basketball on the shooter’s hand › As the basketball is shot, shooters should focus on a full extension and proper follow through, creating good backspin › Non-shooting partner will catch the shot Variation: If coaching K5 through second-grade players, you should allow the shooters to use their balance/weak hand.

Wall Shooting (one basketball per player or divide your team into two groups) This is a great drill to keep idle players busy while running a drill on the court that may not involve your entire team. › Player stands about four to five feet away from the wall › Help the player find a reasonable shooting target on the wall › Player assumes triple threat position › Player shoots the ball at the target, concentrating on elbow in and full extension › Player should finish the shot up on his or her toes with proper follow through, creating good backspin Variation: If coaching third- through sixth-grade players, allow them to shoot using only their shooting/strong hand.

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Two Line Shooting Drills (one or two basketballs required) The two line shooting drills incorporate the following fundamental skills of basketball: shooting, dribbling, rebounding, footwork, passing, and receiving. Players rotate lines after each turn. After several repetitions shooting from one side of the goal, change the designation of both lines and shoot from the other side of the court. › Players form two lines opposite the goal in each corner of practice area: a shooting line and a rebounding line (use cones or chairs to mark a starting point) › Shooting line: Assume triple threat position, showing ready hands to receive a pass › Rebounding line: Players should block out an imaginary defender and rebound the ball above their head. › The player from the rebounding line secures the rebound and dribbles to a designated cone, makes a good jump stop landing in triple threat position, and uses proper passing techniques when passing to the next shooter in line › Shooter receives the basketball and performs the drill as instructed by a coach Rotate the following two line shooting drills: › Lay-ups – Stress jumping off the proper foot and using the backboard (STEPHOP-SHOOT)

Rebounding Line Shooting Line

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› Pull-up Off the Dribble – Set a cone at desired shooting spot (stress good jump stop and use of backboard when shooting from appropriate angle)

Rebounding Line Shooting Line

› Pull-up Off the Pass (catch and shoot) · Two lines: a dribbling/passing line and a shooting line · Set a cone at desired spot for the dribbling player to perform a jump stop and pass to the moving shooter · Set a cone at desired shooting spot · Dribbler should use different dribbling moves to get Passing Line Shooting Line by imaginary defender (crossover, whirl pivot, behind the back) · Shooter should cut to shooting spot, receive the pass, and shoot a 5-10 foot jumper (no dribble) · Shooter rebounds his or her own shot

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· Shooter dribbles to a specific cone, jump stops, and passes to the next player in line Other variations: If a shot is missed, players should keep rebounding and shooting until a basket is made. For third- through sixth-grade teams, consider adding a second basketball. Note: To avoid having players standing around watching, have your assistant coach conduct wall shooting or ceiling shooting with your remaining players as they wait their turn to run a drill.

REBOUNDING Things to Remember Usually more shots are missed than made, creating many opportunities to rebound the basketball. Rebounding is more about desire, hustle, and positioning rather than jumping ability. A player must be aggressive, want the basketball, and position himself or herself to rebound a missed shot. When discussing offensive rebounding, remind players that each shot taken by a teammate is a pass to them! Second chance points (put-backs) can be a big contributor to a team’s offensive production.

Rebounding Teaching Points: › Defensive player stays between the opponent and the basket › Using a front or reverse pivot, the defensive player pivots and makes contact with the opponent’s body when the ball is shot (“block out”) › Defensive players should yell “shot” to signal a rebounding opportunity › Hold the “block out” position momentarily, with the head up and body facing the goal

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› Release the “block out” - be hungry for the basketball › Secure the basketball › Be strong with the basketball, keeping the ball at chin level with elbows out

Rebounding Drills Rebound Outlet Drill (one basketball required) › Facing the basket, players form two lines: one at each corner of the free-throw line › Place one player at each wing area to serve as an outlet receiver › The player in the front of each line will turn his back toward the basket (defensive player), facing the next player in line (offensive player) › When the coach shoots the basketball, the defensive players will yell “shot” and pivot into the offensive players to obtain a good “block out” › Offensive players cannot move › Once a defender secures the basketball, he or she will pivot and throw a crisp overhead outlet pass to an outlet receiver › Players rotate from offense/to defense/to outlet receiver/to back of the line

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Variations: 1. Use one line instead of two 2. When the ball is shot, the offense can move and try to score off a missed shot 3. Run drill with no defensive players, practicing on offensive rebounding and exploding up to the basket to score (no dribble allowed)

Two-on-Two Shell Drill (one basketball required) This drill is designed to emphasize the following basketball fundamentals: moving without the basketball, proper defensive positioning, utilizing the “block out” technique, passing, and receiving. (Set-up drill just like the Rebound Outlet Drill – see pg. 40, minus the outlet receiver) › Facing the basket, players form two lines – one at each corner of the free-throw line › The player in the front of each line will turn his back toward the basket (defensive player), facing the next player in line (offensive player) › Instruct the offensive players to move without the ball, trying to get open to receive a pass from the coach (do not allow players to run aimlessly; they must move with a purpose) › If an offensive player receives a pass, he or she must immediately pass the ball back to the coach › When the coach shoots the basketball, the defensive players will yell “shot” and pivot into the offensive players to obtain a good “block out”

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› If an offensive player rebounds the ball, he or she can shoot (no dribble allowed) or pass the ball back to the coach › Drill ends when defensive player secures the basketball and makes a two-hand overhead outlet pass to the coach Variations: 1. Three-on-three up to five-on-five format. 2. Allow the offense two to three dribbles (require a shot in 10-15 seconds).

DEFENSE Things to Remember Everyone has the potential to play good defense, regardless of talent or age level. Defense is about heart, hustle, and attitude. Each player on your team has the opportunity to make a significant contribution to the team by playing good defense. Defense Teaching Points: › Proper defensive stance · Stand with feet slightly wider than shoulder-width apart · Knees bent, with waist slightly bent forward · Good balance – ready to move and slide · Place weight on the inside front of the feet but not on the toes · Extend arms to the side, slightly bent · Open hands, so palms face the offensive player · Eyes on the offensive player’s chest or “head on the ball”

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› Ball/you/basket principle: Defensive player should stay between the assigned offensive player with the basketball and the basket › See the ball at all times › Sprint down the floor on a change of possession, stopping any fast breaks

Defense Drills Defensive Slides (no basketball required) Focus on players’ feet sliding (rather than hopping or skipping) and players maintaining a proper defensive stance. Have fun with this drill! Allow players to express enthusiasm and desire by slapping the playing floor and yelling “DEFENSE” on command. Drill should last 20-30 seconds. Allow short rest and repeat as desired. › Allow players to spread out in practice area, at least four to five feet apart › On command, players yell “DEFENSE” and freeze in the defensive stance › On command (either verbal or hand signals), players will slide left, right, up, and back

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Zigzag (no basketball required) Focus on players making a drop step each time they turn (rather than crossing their feet) and on players sliding correctly while maintaining a proper defensive stance. › Form a line of players at one end of your practice area › Set-up cones or chairs in a zigzag pattern, spaced 10-12 feet apart (minimum 3 spots) › On command, the first player in line will assume the correct defensive stance and will slide in a zigzag pattern as dictated by the cones or chairs › Next player in line starts as the preceding player leaves first spot › As each player reaches the final spot, he or she should sprint back to the end of the line Variations (pair up players): 1. Partner Zigzag (no ball) - Offense dribbles imaginary basketball from spot to spot and goes half-speed. Next pair in line starts as preceding pair leaves first spot. 2. Partner Zigzag (with ball) – Offense dribbles from spot to spot and goes half-speed. Do not allow players to steal the ball. Next pair in line starts as preceding pair leaves first spot.

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Encourage defensive players to keep their “head on the ball.” They must force the offensive players to turn at each spot. Players should rotate offensive/defensive positions after each repetition.

OFFENSIVE MOVEMENT Things to Remember For a player to contribute to the team on the offensive side of the court, he or she must be familiar with basic offensive movements. There are primarily three things a ball handler can do in the half-court offense after passing the basketball: › Cut toward the basket, looking for a pass › Screen away for a teammate › Provide an on-the-ball screen Discourage your players from standing after throwing a pass. Encourage offensive movement.

Offensive Movement Drills The drills described below should be practiced first without defenders. Once players have mastered the basics (fakes, cuts, and screens), introduce defensive players. Initially, the “defenders” should be the coaches to create a more controlled drill. Most, if not all, of the offensive movement drills are appropriate for third- through sixth-graders. For all offensive movement drills, set-up cones to represent starting, cutting, and screening spots. Consider using chairs for defenders. Be sure to run drills on both sides of the court, where applicable.

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Back Door Cut (one or two basketballs required) This drill is designed to teach players how to get open when they are overplayed by defenders. This drill also helps players pass to a moving target. › Form two lines: Line 1 near the top of the key (passing line) and Line 2 at the block area under the goal (shooting line) › Line 1 has the basketball, as this player will make a two-hand bounce pass to his or her moving teammate at the appropriate time › On command, the player in Line 2 (“cutter”) will make a strong diagonal cut toward the wing Passing Line area (Line #1) › The cutter will plant his or her outside foot, while showing a hand target for a decoy › Passer fakes a pass to teammate at wing area › The cutter then makes a hard Cutting/ diagonal cut back toward the Shooting Line goal and receives a pass for a (Line #2) lay-up or short jump shot › The cutter rebounds his or her own shot and the players switch lines Variations: Allow the passer two to three dribbles and require a jump stop before passing. Incorporate all three basic passes (chest, bounce, and overhead). If you have 10 players on your team, divide your team into two groups and perform the drill on both sides of the basket.

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Basket Cut (one or two basketballs required) One of the most dangerous offensive players on the court is the player who just passed the ball. This drill teaches players to make a cut to the basket after making a pass. › Form two lines: Line 1 near the top of the key (shooting line) and Line 2 at the wing area (passing line) › Line 1 has the basketball, as this player will make a two-hand chest pass to his or her teammate at the appropriate time › On command, the player in Line 2 will make a short diagonal cut toward the goal and back up to his Cutting/ or her original wing spot to receive Shooting Line a pass (Line #1)

› Once the pass is made to the wing Passing Line area, the player in Line 1 will take (Line #2) one to two steps toward the weak- side of the court (to set up the defender) before making a hard cut toward the ball-side of the basket; cutter must show a hand target to the passer › The passer on the wing area will throw a two-hand chest pass to the cutter for a lay-up › The cutter rebounds his or her own shot, dribbles around and behind Line 2, stops dribbling with a jump stop, and passes to the next player in Line 1 › Players will switch lines after each turn

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Pick and Roll (one basketball required) This drill is designed to teach players how to set an on-the-ball screen and immediately roll to the basket for scoring opportunities. The player setting the screen should come to a jump stop and set a proper screen. Feet should be shoulder-width apart (leading to a wide screen) with arms down and hands joined in the middle of the body. › Form two lines: Line 1 near the top of the key and Line 2 at the block area under the goal › Line 1 has the basketball, as this player will make a two-hand chest pass to his or her moving teammate at the appropriate time › On command, the player in Line 2 will make a strong diagonal cut toward the wing area › Player from Line 2 will receive the pass and square up to the basket in triple threat position › Player from Line 1 will immediately follow the pass and screen the player’s defender › Player from Line 2 will dribble around the screen toward the middle of the court with head up › Screener will ROLL toward the basket using a reverse pivot and receive a pass for a lay-up › The shooter rebounds his or her own shot and the players switch lines

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Multi-Purpose Drills The following drills involve the use of multiple skills, both offensive and defensive. These drills are intended for third- through sixth-grade teams. However, every team’s talent level will vary. Your assessment of players’ talent level will determine how and what you coach.

Block-to-Block Drill (one basketball required) You will need to pair up players by ability, as this is a one-on-one drill. Offensive players are allowed two dribbles. Players should rotate offensive/ defensive lines after each repetition. › Split the paired players up and form two lines at the lane extended points (offensive and defensive line) on the baseline under the basket › A player in the offensive line rolls the ball diagonally and retrieves it near the free-throw line extended › When the ball is rolled, the defensive player immediately runs from block-to-block and then runs diagonally toward the offensive player to play one-on-one › The offensive player should pick-up the basketball with his or her backside to the basket with a jump stop › Upon picking up the basketball, offensive player uses a reverse pivot and “squares up” to the goal › Offensive player can shoot a jump-shot if open or make a move to the basket › If he or she cannot obtain a good shot, the ball should be passed to the coach to allow the offensive player to try to get open › Drill ends when offense scores or on the defensive player obtaining possession of the basketball

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DP (Dribble-Pass) Drill (one basketball for each pair of players) This drill combines footwork, dribbling, receiving, and passing skills. You will need to pair up players by ability. The players in each pair should stand 15-25 feet across from his or her partner. Use cones, chairs, or a line on the court to represent a midpoint between the players. Be sure to incorporate all three basic passes into this drill. › One of the players in each pair will begin with the basketball › The players without a basketball run straight ahead to the midpoint spot to receive a chest pass from their partners while making good jump stops (“ball in air/feet in air”); players should receive the pass while on the move › Players will use pivots and speed dribble back to the starting point and end with jump stops and pivots to face their partners › As the players with the basketballs pivot, their partners sprint to the midpoint spot to receive a pass and the process is repeated. Midpoint Line

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Offensive Plays The following offensive plays are provided to help your team with floor spacing and floor balance. These plays are intended for third- through sixth-grade teams. However, every team’s talent level will vary. Your assessment of players’ talent level will determine how and what you coach. If you coach a K5 or first- and second-grade team, your team should start in a simple offensive set in both the half-court setting and when throwing in the basketball from under the basket. If not, they will all end up at the mid-court line or baseline demanding a pass. Floor spacing must be taught. Reminder: View your DVD for live demonstrations of the following offensive plays.

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Half-Court Sets Box Set – Motion

Scoring Options: 1. Player 5 posting up down on ball-side block 2. Player 4 coming off of low screen 3. Player 3 cutting to the free-throw line

› Players 2, 3, 4, and 5 are in the “box” offensive set (diagram 1) diagram 1 › Player 1 (point guard) yells “MOTION” or “GO” to start the play (player 1 should keep dribble alive until making a pass) › Players 4 and 5, who are standing outside the lane area at the free- throw line extended areas, will screen down for players 2 and 3 (diagram 2) › Before the screens occur, players diagram 2 2 and 3 will take two to three steps toward the lane area (to set up their defenders) and then make hard V-cuts to their respective wing areas (diagram 2)

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› Player 1 will pass the basketball to diagram 3 After posting up for player 2 or 3 (assume player 2 in this two seconds, player 5 example) who will square up to the screens away for player 4. basket (diagram 3) › Player 5, post player on the ball-side of the court, will post up for two seconds (diagram 3)

Scoring › After two seconds, player 5 will screen Option #1 away for opposite post player - player 4 (diagram 3)

› As player 5 turns to screen away for the diagram 4 opposite post player, player 3 will cut toward the free-throw line and player 1 will “fill” his or her spot at the wing (diagram 3) › If a pass cannot be made to player 4 Scoring coming off the low screen or to player Option #3

3 on the cut to the lane area, player 3 Scoring will move to the top of the key area to Option #2 receive a pass from player 2 (diagram 4) › If the pass is made to player 3 at the top of the key area, team will be in the diagram 5 “box” offensive set again (diagram 5)

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diagram 1 Box Set – (Double Down)

Scoring Options: 1. Player 3 coming off of low screen 2. Player 2 coming off the double screen

› Players 2, 3, 4, and 5 are in the “box” offensive set › Player 1 (point guard) yells “DOUBLE” or “GO” to start the play (player 1 diagram 2 should keep dribble alive until making a pass) › Player 1 dribbles to right-side of the goal - can go to right or left (diagram 1) › As player 1 dribbles to the wing area (attack zone), player 2 will screen

away for player 3 (diagram 1) Scoring Option #1 › Player 3 cuts to the ball-side block area hoping to receive a pass from player 1 (diagrams 1 and 2) diagram 3 › As player 3 cuts to the ball-side block area, players 4 and 5 will set a double screen in the middle of the lane for Scoring Option #2 player 2 (diagram 2) › Player 1 looks for player 2 as he or she curls around the screen for an open jump-shot (diagram 3)

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Inbounds Plays diagram 1 Stack (baseline) › All four players line-up straight across from the player throwing in the basketball (diagram 1) › When the passer slaps the basketball or yells “break,” the players move simultaneously as follows (diagram 2):

· First player in line breaks to ball- * *move on the slap of the ball side corner · Second player in line cuts to opposite block diagram 2 · Third player in line moves straight down to block area toward the ball · Fourth player in line takes two to three steps back, serving as a safety valve Reminder: This play can also be used on the sideline, with players moving in the same pattern as above.

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Box (baseline) * *move on the slap of the ball › Each player takes a spot outside the lane area, with the post players (Players 4 and 5) at the block areas and the perimeter players (Players 1 and 2) at the free-throw line extended areas. Player 3 will throw in the basketball (diagram 1). › When the passer slaps the basketball diagram 1 or yells “break,” the players move as follows:

Box Option #1:

› Player 5 sets a diagonal screen for Player 1 (diagram 2) › Player 1 waits for the screen and moves toward the basketball to the opposite block (diagram 2) diagram 2 › If Player 1 does not receive the basketball, he or she continues to the ball-side corner (diagram 3) › Player 4 moves up to set a screen on Player 5, who cuts down toward the weak-side block (diagram 3)

diagram 3

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› Player 4 rolls toward the middle of the lane after setting the screen (diagram 4) › Player 2 serves as a safety valve (diagram 4)

diagram 4

* *move on the slap of the ball Box Option #2:

› Players 4 and 5 screen up for Players 1 and 2 (diagram 1) › If a pass cannot be made to either 1 or 2, they each move to the closest corner (diagram 2) › After setting the screens, Players 4 diagram 1 and 5 should roll back toward the ball (diagram 2)

diagram 2

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Box Option #3:

› All four players will take one to two steps toward the closest sideline to set * *move on the slap of the ball up their defenders (diagram 1) › Players 5 and 2 will both cross-screen for Players 4 and 1 on the weak-side (diagram 1) › After setting a screen, Player 5 will turn around with ready hands (diagram 2) diagram 1 › Player 2 will roll back to ball-side, free-throw line extended area to serve as a safety valve (diagram 2) Note: All inbounds plays - Players should use fakes and jab steps to set up their defenders and get open. Encourage players coming off a screen to rub shoulders with the screener. As the person throwing in the basketball can pass to any teammate, encourage ready

hands. diagram 2

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Practice Chart This practice chart has been created for you to use as a guide as you develop your weekly practice schedules. Adjust it as you deem necessary, based on your team’s needs.

Practice Practice Focus Team Meeting Rules to Cover Skills & Drills

· Get to know each other · Teammate introductions · Practice rules · Footwork · Evaluate skills · Discuss practice · Dribbling 1 · Set practice rules ground rules · Shooting · Introduce basic footwork, dribbling, and shooting skills

· Continue skill evaluation · Re-introduce players · Traveling · Footwork · Teach common violations and coaches · Double dribble · Ball Handling 2 · Teach basic offensive skills · Discuss some common · Palming or carrying the ball · Dribbling violations · Shooting

· Teach additional violations · Review traveling · No double-teaming · Passing and Receiving · Teach lining up for double dribble, and · No pressing in the backcourt · Defense free throws palming the ball · Common fouls · Rebounding 3 · Teach additional · Discuss game format and · Help defense offensive skills substitution system · Teach rebounding · Teach defensive skills

· Teach 3-second violation · Review defensive rules · Three-second violation · Footwork · Discuss positions · Explain 3-second violation · Dribbling 4 on the court · Games situations and · Shooting · Skill development court spacing · Defense · Scrimmage or more drills

· Teach offensive movement · Review last game and · Review all rules as a · Work on both offense · Skill development improvements that need fun quiz and defense 5 · Continue to teach to be made practice focus · Emphasize areas that court spacing · Review basic rules need improvement · Discuss practice focus

· Continue skill · Review last game and · Continue to review rules · Work on both offense development improvements that need for clear understanding and defense 6-11 · Continue to work on to be made · Emphasize areas that court spacing or through final practice · Discuss practice focus need improvement offensive plays

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Practice Outlines Use the blank practice outline at the beginning of each week’s practice page to plan and customize your practice schedule. Reference the practice chart on page 59 for suggested practice outlines. When scheduling and practicing fundamentals, remember these key tips: › Carefully explain skills and drills in a manner that players can easily understand. › Take time to demonstrate each drill. › Choose drills that involve the most players at one time to avoid a long wait between turns. Minimize standing around time by keeping players active. › Always provide encouragement to each player. › Most importantly, have fun!

Devotions At the midpoint of every practice, the head coach will lead a five- to eight- minute devotion. Use the age-appropriate devotion guides found in this playbook. Devotions are provided for each of these three age-group levels: K5 through second-grade, third- and fourth-grade, and fifth- and sixth-grade. The goal of these age-appropriate devotions is to help players develop a biblical way of thinking and ultimately to lead them to personal application and spiritual growth. Every biblical foundation a child needs cannot be covered in eight to 11 practices. However, Upward’s desire is to plant the seeds of truth in every child and coach who participates in Upward. Remember, the devotions are written for specific age groups, so choose the devotion for the age group you coach. If your age groups are divided differently than the divisions in this book, we recommend that you share the devotion geared toward the youngest players on your team. Keeping it simple is better than sharing something that may not benefit all of your players.

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During the first practice devotion, take time to get to know your players. Subsequent devotions will have a specific biblical principle or topic to be taught. These principles and topics will lead up to sharing the Upward Gospel Tool with your players at the seventh practice.

Scripture Learning Each devotion includes a Scripture learning time. Players will have the opportunity to learn a Scripture verse that corresponds with the biblical principle or topic taught in the devotion. The Scripture learning time is a group activity, which means children are not required to recite the verse individually at practice. Upward’s desire is to place more emphasis on learning Scripture than on memorization of it. Each child participating in Scripture learning will receive a green Scripture learning star at the end of each practice. The Scripture learning stars are to be ironed on to the sleeve of the player’s Upward Basketball T-shirt. These stars are included in the Team Box. Each player will also receive a Scripture learning music CD with his or her player items. Each song includes a weekly verse and gives your players the opportunity to learn the weekly Scripture verse through music. Scripture learning verses and Scripture learning stars begin with the second practice devotion. Coaches should encourage players to practice the verses throughout the season to help them learn God’s word. Coaches will distribute Scripture learning cards at each practice. Each card includes the weekly Scripture verse and gives the players the opportunity to learn these verses before practice. Each Scripture learning card will be labeled as next week’s Scripture learning verse. The practice number listed on the lower portion of the card represents the practice at which the card should be distributed.

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Each player will receive a Scripture learning card holder with his/her player items that will be used as a placeholder for each Scripture learning card. This holder will be a magnet and should be placed on the refrigerator. You should encourage players to listen to their CD, review their Scripture learning card, and practice the verses throughout the season to help them learn God’s Word.

The Scripture learning verses for this season are as follows: › 1 John 1:5 (b) “God is light, and in him there is no darkness at all.” › John 1:5 “The Light shines in the darkness. And the darkness has not overpowered the Light.” › John 1:9 “The true Light was coming into the world. The true Light gives light to all.” › John 3:19 (Jesus said,) “But men did not want light. They wanted darkness because they were doing evil things.” › John 8:12 (b) (Jesus said,) “The person who follows me will never live in darkness. He will have the light that gives life.” › John 3:21 (Jesus said,) “But he who follows the true way comes to the light.” › 1 John 1:7 (a) “God is in the light. We should live in the light, too.”

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› 1 John 2:3 “If we obey what God has told us to do, then we are sure that we truly know God.” › 1 John 1:7 (b) “If we live in the light, we share fellowship with each other.” › Matthew 5:16 (a) “In the same way, you should be light to others.”

Weekly Practice Outlines and Devotion Guides Light Coach’s Preview Upward’s programs are designed to introduce children to Christ. One of the best places for this to happen is during the devotion time that happens during each practice. During this Team Huddle, coaches have a chance to get their players thinking and talking about God and how they can be in a relationship with him. The devotions provide you with object lessons, discussion questions, and more information so that you can succeed during this time. Take time each week to review your lesson before going to practice. Some devotions will require the use of common items to illustrate the point being made. See the list of items on page 66 that you will need to bring to specific practices. Being prepared will make your job of leading the devotion easier and allow you to enjoy the devotion time even more. Each devotion answers a question about God and life in a systematic yet simple manner. By the end of the season, your players will learn about what it means to know and have a relationship with God. Devotions 2-6 cover questions about God, Jesus, and how God sees us. Devotion 7 will present the gospel in a clear way, and it will also begin our look at the Christian life. This look at the Christian life takes place using connections to five “B”

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questions. In devotions 7-11, players will learn how we begin and build a relationship with God, how we become better as Christians, how we bond with others, and how we reach out to others by filling their buckets. We want to be true to God’s message, so each Team Huddle is associated with a verse from the Bible. That way, the devotions you share can be matched up to a Scripture Learning verse. The devotions are written for three different age groups to allow for an understanding of the verse to the extent they are able to at these different levels. Scripture Learning verses shared during each week’s Team Huddle can be found on the Scripture Learning Cards which are part of your coaching responsibility to distribute each week. The Team Huddle will be centered on the theme of God as light. Players will be taught how God is light and wants us to experience his light by knowing him. We realize that children at different ages and different life experiences will receive the information about Jesus Christ in a variety of ways. We also know that a life changing decision for Christ will be made on God’s timing not ours. However, we do have the opportunity and mandate to present the gospel, so that each child has the chance to hear. Remember our challenge is in being prepared to share, not in having any or every child make a decision. The following is this season’s devotion plan. Each week is outlined with the main question and the point to be made.

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Here is a list of the key points for Team Huddle that are the basis for each devotion. By keeping this in mind, you will know what point you need to make each week and how you can keep from making points for future weeks too soon.

WEEK QUESTION POINT

WHO ARE YOU? GETTING TO KNOW 1 EACH OTHER

2 WHO IS GOD? LIGHT BRINGS LIGHT INTO 3 WHAT DOES GOD DO? THE DARKNESS 4 WHAT DOES GOD WANT? TO LIGHT THE WORLD

HOW DOES GOD SEE ME? IN DARKNESS AND 5 NEEDING LIGHT WHY DID GOD TO BRING US 6 SEND JESUS? INTO THE LIGHT HOW DO I BEGIN A 7 RELATIONSHIP WITH GOD? STEP INTO THE LIGHT

HOW DO I BUILD A 8 RELATIONSHIP WITH GOD? WALK IN THE LIGHT

HOW DO I BECOME KEEP THE 9 BETTER? LIGHT SHINING

HOW DO I SHARE IN THE LIGHT 10 BOND WITH OTHERS?

WHOSE BUCKET SHINE LIGHT 11 CAN I FILL? TO OTHERS

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Supplies needed for devotions: Practice One: Scripture Magnet Practice Three: Night light (K5 – 4th grades) Practice Four: Coach’s clipboard or piece of paper, writing implement (K5– 2nd grades) Practice Five: Small object (penny), Flashlight Practice Seven: Upward Gospel Tool (multi-colored silicon bracelets), Upward Gospel Magnet Practice Eleven: Flashlight and small mirror (K5 - 4th grades)

WEEK ONE PRACTICE PLAN

TIME ACTIVITY COACH’S NOTES

Team Meeting

Warm-up Activity

Skills & Drills 1

Skills & Drills 2

Skills & Drills 3

Team Huddle

Water break Scrimmage OR More Drills OR Offensive Plays (Court Spacing) Drills or Plays (If No Scrimmage)

Drills or Plays (If No Scrimmage)

Post-Practice Team Huddle See Page 72 for Practice 1

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Mid-Practice Huddle – Devotion 1 Who are you?

For K5 through 2nd grade Coach: › Gather the players together and get them to sit in a circle. › Go around the circle and have each player share his/her name and his/her favorite color. Once everyone has shared their name and favorite color yell out each color and as you do, have the players jump up in the air if that was their favorite color. We all have our favorite colors that are special to us. In Upward there are stars which have colors that tell us that they mean something special. After each game, every player on our team will receive a star. There are five colors of stars, and each color stands for something different. Your coaches will be watching your actions and attitudes on game day to determine what star you receive. Let’s think about what these stars mean. › The blue star represents Effort. What does it mean to give your best effort? (Giving your best effort means trying your best at all times on the court.) › The gold star represents Sportsmanship. What does it mean to be a good sport? (Being a good sport means that you treat others the way you want to be treated, including your teammates, the other team, your coaches, and the referee.)

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› The gray star represents Offense. What do you do on offense? (Offense means playing the way you are coached to play so that you and your teammates will be able to score.) › The red star represents Defense. What do you do on defense? (Defense means playing the way you are coached to play so that you can guard your assigned player and keep the other team from scoring.) › The white star represents Christlikeness. What does it mean to be Christlike? (Being Christlike means that you imitate Jesus in your actions and attitudes.) The Bible tells us a lot about Jesus and how he lived his life. It is not hard to imagine how he would have played basketball as a child. We will be watching for actions that remind us of how His attitudes and actions would have been. Our team is going to have a great season! We’re going to have fun practicing together, playing games together, and learning about God together during our Team Huddle. Prayer End your Team Huddle with a prayer in which you ask God to be with your team this year.

For 3rd and 4th grade Coach: › Gather the players together and get them to sit in a circle. › Go around the circle and have each player share his/her name and his/her favorite color. Once everyone has shared their name and favorite color yell out each color and as you do, have the players jump up in the air if that was their favorite color.

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We all have our favorite colors that are special to us. In Upward there are stars which have colors that tell us that they mean something special. › After each game, every player on our team will receive a star. There are five colors of stars, and each color stands for something different. Your coaches will be watching your actions and attitudes on game day to determine what star you receive. Let’s think about what these stars mean. › The blue star represents Effort. What does it mean to give your best effort? (Giving your best effort means trying your best at all times on the court.) › The gold star represents Sportsmanship. What does it mean to be a good sport? (Being a good sport means that you treat others the way you want to be treated, including your teammates, the other team, your coaches, and the referee.) › The gray star represents Offense. What do you do on offense? (Offense means playing the way you are coached to play so that you and your teammates will be able to score.) › The red star represents Defense. What do you do on defense? (Defense means playing the way you are coached to play so that you can guard your assigned player and keep the other team from scoring.) › The white star represents Christlikeness. What does it mean to be Christlike? (Being Christlike means that you imitate Jesus in your actions and attitudes.) The Bible tells us a lot about Jesus and how he lived his life. It is not hard to imagine how he would have played basketball as a child. We will be watching for actions that remind us of how His attitudes and actions would have been.

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During each practice, we will stop what we’re doing and take a few minutes to have a Team Huddle. This is the most important part of practice because it is the time when we will learn together about God’s game plan for each one of us. This year, we’re going to talk about how God is light and how we should walk in and share that light with the world. During this time, you will be able to earn a green star for learning your Scripture verse. At the end of each practice, I’ll give you a Scripture Learning Card that has each week’s Scripture verse on it so that you can read it on your own and remember it after our Team Huddle each week. Our team is going to have a great season! We’re going to have fun practicing together, playing games together, and learning about God together in our Team Huddles. Prayer End your Team Huddle with a prayer in which you ask God to be with your team this year.

For 5th and 6th grade Coach: › Gather the players together and get them to sit in a circle. › Go around the circle and have each player share his/her name and his/her favorite sports team. We all have our favorite teams, and we know these teams by their colors. What is your favorite team’s color? Colors are important because they help us identify our favorite teams. In Upward, there are different color stars that identify different skills and characteristics.

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After each game, every player on our team will receive a star. There are five colors of stars, and each color stands for something different. Your coaches will be watching your actions and attitudes on game day to determine what star you receive. Let’s think about what these stars mean. › The blue star represents Effort. What does it mean to give your best effort? (Giving your best effort means trying your best at all times on the court.) › The gold star represents Sportsmanship. What does it mean to be a good sport? (Being a good sport means that you treat others the way you want to be treated, including your teammates, the other team, your coaches, and the referee.) › The gray star represents Offense. What do you do on offense? (Offense means playing the way you are coached to play so that you and your teammates will be able to score.) › The red star represents Defense. What do you do on defense? (Defense means playing the way you are coached to play so that you can guard your assigned player and keep the other team from scoring.) › The white star represents Christlikeness. What does it mean to be Christlike? (Being Christlike means that you imitate Jesus in your actions and attitudes.) The Bible tells us a lot about Jesus and how he lived his life. It is not hard to imagine how he would have played basketball as a child. We will be watching for actions that remind us of how His attitudes and actions would have been. During each practice, we will stop what we’re doing and take a few minutes to have a Team Huddle. This is the most important part of practice because it is the time when we will learn together about God’s game plan for each one of us. This year, we’re going to talk about how God is light and how we should walk in and share that light with the world. During this time, you will be able to earn a green star for learning your Scripture verse. At the end of each practice, I’ll give you a Scripture Learning Card that has each week’s

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Scripture verse on it so that you can read it on your own and remember it after our Team Huddle each week. Our team is going to have a great season! We’ll have fun practicing together, playing games together, and earning stars. We’re also going to have a great time learning about God together and making choices or picks about how we can follow God. I’m excited about what will happen in our Team Huddle this year. Prayer End your Team Huddle with a prayer in which you ask God to be with your players this year.

Post-Practice Huddle (players and parents) › Introduce coaches to parents and distribute coach contact information › Review player items · Reversible jersey (Do not iron. Do not place in dryer) · T-shirt (Wear under jersey. Apply Upward Stars to sleeves) · Car Magnet · Scripture Learning Card Holder (Magnetic place holder for Scripture Learning Cards – apply to refrigerator) · Scripture Learning Cards (Coach will distribute at each practice) · Scriptunes (Music CD to assist in Scripture learning) · Parent Guide to Upward Basketball › Explain iron-on application to t-shirt (After each practice and game, coach will award a star to each player. Take this star home and iron it to the sleeve of your t-shirt). › Reference season’s devotion theme (God is light)

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WEEK TWO PRACTICE PLAN

TIME ACTIVITY COACH’S NOTES

Warm-up Activity

Team Meeting

Skills & Drills 1

Skills & Drills 2

Skills & Drills 3

Team Huddle

Water break Scrimmage OR More Drills OR Offensive Plays (Court Spacing) Drills or Plays (If No Scrimmage)

Drills or Plays (If No Scrimmage)

If player kits were not available at the first practice, Post-Practice Team Huddle review player item (See Page 72) Award green stars; distribute Scripture Learning Cards; reference drill on back of card

Mid-Practice Huddle – Devotion 2 Today’s Big Question: Who is God? And the Answer Is: Light! Bible Verse: God is light, and in him there is no darkness at all. 1 John 1:5(b)

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For K5 through 2nd grade Close your eyes. Now, lay down like you are in your bed at night. When I say your name, I want you to sit up with your eyes closed and tell me what your room looks like. How many of you like to get up early in the morning for school? Most of us have a hard time getting up. We are nice and cozy underneath our blankets and our curtains are closed, keeping our rooms dark. But then your mom or dad walks in and swings open your curtains and the light comes rushing into your room and you can’t quite open your eyes because it’s so bright in the room! Even through our closed eyes, you can still tell that there’s a bright light waiting for us when we open our eyes. Why is that? The light is so bright! Our Scripture learning verse for this week tells us that God is light. How does light affect us? Well, it shows us where to go, it helps us find things and so much more. We are going to talk about how God is light in our lives and how he helps us and shows us how to live. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. Prayer End your Team Huddle with a prayer, but have your players keep their eyes open during this prayer so that they see light. Tell the players before you begin praying that this light can remind them of God. Then say a prayer in which you thank God for being light. Ask God to help each of your players see His light during your Team Huddles this season.

For 3rd and 4th grade We all know that the sun is very bright, especially on days when there are no clouds in the sky. Sometimes on a very sunny day, it seems like the sun is very close to the earth. However, do you know how close the sun actually is from the earth? (Allow players to give possible answers). Those are

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good guesses, but the sun is actually 94 million miles from the earth. Have everyone get up and take 60 steps. This should take about a minute. If every step you took was one mile, at the speed you were walking, you would walk without stopping for three years to take 94 million steps. You know, even though the sun is that far away from us, it is still too bright for us to look at it for a very long time. That shows us just how bright and powerful the sun’s light can be. We can all see that the sun is an amazing creation of God. It is so powerful. When you go outside during the day when there are no clouds in the sky, you never wonder if the sun is there because we know. We know the sun is there because of the warmth it gives us and the light it provides. Our Scripture learning verse for this week tells us that God is light. The way the sun adds light to the day, God’s light can add light to our lives. God’s light shows us how to live our lives and it guides us through life. God is a light that we can always depend on and follow. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. When is light important in your life? (Examples: at night when you have to get up, to read a book, to work on the computer, to eat, to take a shower, etc.) This week, as you do these different activities, I want you to remember that God is light. We will talk more about this throughout our season together. Prayer End your Team Huddle with a prayer, but have your players keep their eyes open during this prayer so that they see light. Tell the players before you begin praying that this light can remind them of God. Then say a prayer in which you thank God for being light. Ask God to help each of your players see His light during your Team Huddles this season.

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For 5th and 6th grade Have you ever been to or played in a baseball or football game at night? Many people say that playing or watching a game at night is a great experience because it is played under the huge stadium lights. Have you ever wondered why there are several individual lights on one light pole? Each and every one of the lights is positioned in such a way that they give the fullest light to the entire field. If even one light was pointed at a different angle, it would create a dark spot or shadow on the field. Did you know that God compared himself to light? In fact, in today Scripture verse, it tells us that God is light and that there is no darkness in him. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. What are some places you need light in your life? (Examples: everyday activities such as eating, reading, taking a shower, at night when we have to get up, etc. When we talk about God being light, it is so much more than just the physical light that shines on us from light bulbs or the sun. It is how the fact that He shines on our hearts and we feel this light from Him. How can we “shine a light” on others so they feel it? (Situations such as being nice to siblings, being a good friend, etc.) Like the lights at a stadium, God’s light is powerful and is positioned perfectly so that it shines light into all areas of our life. In other words, if we are experiencing God’s light, we can be sure that his light will be bright and full. Prayer End your Team Huddle with a prayer in which you thank God for being light. Ask God to help each of your players see his light during this coming week and throughout the season.

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WEEK THREE PRACTICE PLAN

TIME ACTIVITY COACH’S NOTES

Warm-up Activity

Team Meeting

Skills & Drills 1

Skills & Drills 2

Skills & Drills 3

Team Huddle

Water break Scrimmage OR More Drills OR Offensive Plays (Court Spacing) Drills or Plays (If No Scrimmage)

Drills or Plays (If No Scrimmage)

Post-Practice Team Huddle

Mid-Practice Huddle – Devotion 3 Today’s Big Question: What does God do? And the Answer Is: Brings light into darkness! Bible verse: The Light shines in the darkness. And the darkness has not overpowered the Light. John 1:5

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For K5 through 2nd grade What do I need today? Night Light We live in a world where there is almost always light. We can turn on the light when we go in our house, when we go in our car, and we can even take a flashlight with us to make sure there’s light wherever we go. But when it’s time to go to bed, it’s really dark. A lot of kids get a little scared in the dark and it’s hard for them to fall asleep. Thankfully, someone came up with a great invention that we call the night light. How many of you had night lights? What was your night light like? How do we feel different when we have a night light? Coach: Hold up the night light you brought in. Night lights are great. Now we can have light even when it’s time to go to bed. The night light gives us light, and it makes us feel a little more comfortable as we drift off to sleep. Today’s Bible verse tells us that the light of God shines in the darkness. God’s light is much bigger and much brighter than the light any night light could provide. If you could carry a light with you wherever you went to keep it from being dark, would you? Why? No matter how dark a place is, this Bible verse tells us that the darkness will not overpower God’s light. This shows us how powerful our God really is! Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. Prayer Close your Team Huddle with a prayer. In this prayer, thank God for bringing light into darkness. You can pray something like, “God, thank you for being light. Thank you for overpowering darkness in the world.”

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For 3rd and 4th grade What do I need today? Night Light What do we do if our house is dark when we get home? (We turn on the lights) Think about when you get in a car at night. What do drivers do to make sure they can see where they’re going? (They turn on the headlights) Imagine that you’re camping and have to leave the tent. What do you use to help see where you’re going? (You use a flashlight) Now think about when you’re at home in your room. When it’s time to go to bed, it’s pitch-black dark, and that may be a little scary. A lot of kids get scared in the dark and it’s hard for them to fall asleep. Thankfully, someone came up with a great invention that we call the night light. How many of you had night lights? What was your night light like? How do we feel different when we have a night light? Coach: Hold up the night light you brought in. Night lights are great. Now we can have light even when it’s time to go to bed. The night light gives us light, and it makes us feel a little safer as we drift off to sleep. If you could carry a light with you wherever you went to keep it from being dark, would you? Why? Today’s Bible verse tells us that the light of God shines in the darkness. God’s light is much bigger and much brighter than any other light. God shines on us just like a light, so when we look to Him, we feel safe with him in our lives, and we no longer have to fear the darkness of life – things that can scare us here on earth. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. God’s light is stronger than any darkness in our lives. Examples of this are in the way that he provides food so we are not hungry. He gives us family

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to take care of us. He gives us friends so that we aren’t lonely. Can you think of any other examples? These things show us how powerful our God really is! Prayer Close your Team Huddle with a prayer in which you say a phrase and then get your players to repeat that phrase. In this prayer, thank God for bringing light into darkness. You can pray something like, “God, thank you for being light. Thank you for overpowering darkness in the world.”

For 5th and 6th grade How many of you like to see a movie in the theater? When you were at the movies did you ever have to get up and leave to go get popcorn or candy? If so, you’ve noticed that there were probably some small lights in the aisle to help you find your way out. What would happen if those lights weren’t there and screen was dark for a moment? It would be very difficult to find your way out wouldn’t it? We can see the same effect of light all over our world, from lights in the aisle of a movie theater to headlights on cars to flashlights when we’re camping. Sometimes, even the smallest lights can help us find our way in very dark places. If you could carry a light with you wherever you went to keep it from being dark, would you? Why? Today’s Bible verse tells us that the light of God shines in the darkness. God’s light is much bigger and much brighter than any other light. God shines on us just like a light, so when we look to Him, we feel safe with Him in our lives, and we no longer have to fear the darkness of life – things that can scare us here on earth Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times.

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God’s light is strong than any darkness in our lives. Examples of this are in the way that he provides food so we are not hungry. He gives us family to take care of us. He gives us friends so that we aren’t lonely. Can you think of any other examples? These things show us how powerful our God really is! Did you know that those of us who follow God can join him in bringing light to these dark places? What are some ways that we can be light? (Examples: Help your brother or sister with their homework, be a friend to someone who may be lonely, etc.) Prayer Coach: Close your Team Huddle with a prayer in which you say a phrase and then get your players to repeat that phrase. In this prayer, thank God for bringing light into darkness. You can pray something like, “God, thank you for being light. Thank you for overpowering darkness in the world.”

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WEEK Four PRACTICE PLAN

TIME ACTIVITY COACH’S NOTES

Warm-up Activity

Team Meeting

Skills & Drills 1

Skills & Drills 2

Skills & Drills 3

Team Huddle

Water break Scrimmage OR More Drills OR Offensive Plays (Court Spacing) Drills or Plays (If No Scrimmage)

Drills or Plays (If No Scrimmage)

Post-Practice Team Huddle

Mid-Practice Huddle – Devotion 4 Today’s Big Question: What does God want? And the Answer Is: To light the world! Bible verse: The true Light was coming into the world. The true Light gives light to all. John 1:9

For K5 through 2nd grade Coach: Get a volunteer to stand in front of you.

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I am going to show you how I can block any light from shining on him/ her. As you stand in front of the player, put your arms up in such a way that it looks as though you are trying to block light from getting to the player. Move around and be animated so that the other players will believe that you are really trying to block the light. Did it work? Was I able to keep all of the light from shining on him/her? Of course not! No matter what I tried to do, he/she still had light shining on him/her. Did you know that the lights in this gym are for everyone inside it. They don’t shine for some and not others. Also, unless they are turned off, there is no way to keep the light from shining on each one of us. Try to get away from the light right now, here in this room. When I say go, try to find a place where no light shines on you. In today’s verse, we find out one more thing about God – that He gives light to all. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. He doesn’t give his light to some and not others. But how does he give this light? He did this by sending his son Jesus into the world for each one of us. Jesus is the “True Light” in today’s verse. Later in our Team Huddles, we will talk more about who Jesus is and why he is called the True Light. Prayer End your Team Huddle by saying a prayer thanking God for bringing light to everything and everyone.

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For 3rd and 4th grade Coach: Get a volunteer to stand in front of you. I am going to show you how I can block any light from shining on him/ her. As you stand in front of the player, put your arms up in such a way that it looks as though you are trying to block light from getting to the player. Move around and be animated so that the other players will believe that you are really trying to block the light. Did it work? Was I able to keep all of the light from shining on him/her? Of course not! The lights that are in this gym are for everyone inside it. It doesn’t shine for some and not others. Also, unless they are turned off, there is no way to keep the light from shining on each one of us. Try to get away from the light right now, here in this room. When I say go, try to find a place where no light shines on you. In today’s verse, we find out one more thing about God – that He gives light to all. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. He doesn’t give his light to some and not others. But how does he give this light? He did this by sending his son Jesus into the world for each one of us. Jesus is the “True Light” in today’s verse. Later in our Team Huddles we will talk more about who Jesus is and why he is called the true light. Prayer End your Team Huddle by saying a prayer thanking God for bringing light to everything. Ask God to help your players notice God’s light everywhere they go this week.

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For 5th and 6th grade Imagine with me that it’s a dark, rainy night. The rain is pouring down and the thunder is rolling. All of the sudden the lighting flashes and the entire sky lights up! For a moment it doesn’t seem as if it’s even night because the light was so bright. Lightning is a release of energy in the sky. There is so much power and energy running through lightning. That helps explain the reason behind why, for a split second, a bolt of lightning can light up a dark sky. We’ve talked so far in our Team Huddles this season about how God is light, and how He overcomes darkness. This has helped us learn a little more about who God is. The verse for today tells us that God gives light to all. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. In the same way that the bolt of lightning lights up the entire sky, God’s light is for everyone. But the light of God does not just come for a quick moment and then leave. It is a light that is always shining. When we talk about how God’s light helps guide us and is more powerful than any darkness, remember that his light is for every single person, including each one of you. This is just one of the many ways God expresses his love for us. There are examples of God’s light everywhere we look. Places and times we see God’s light are when people help each other, when we help a younger sibling with homework, and when we help our parents. Are there other places you notice God’s light? Prayer Close your Team Huddle with a prayer asking God to help your players notice God’s light everywhere they go this week.

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WEEK FIVE PRACTICE PLAN

TIME ACTIVITY COACH’S NOTES

Warm-up Activity

Team Meeting

Skills & Drills 1

Skills & Drills 2

Skills & Drills 3

Team Huddle

Water break Scrimmage OR More Drills OR Offensive Plays (Court Spacing) Drills or Plays (If No Scrimmage)

Drills or Plays (If No Scrimmage)

Post-Practice Team Huddle

Mid-Practice Huddle – Devotion 5 Today’s Big Question: How does God see me? And the Answer Is: In darkness and needing light! Bible verse: (Jesus said), “But men did not want light. They wanted darkness because they were doing evil things.” John 3:19

For K5 through 2nd grade What do I need today? Penny, Flash Light Coach: Tell a personal story of a time when, as a child, you did something wrong, and, as a result, you hid from your parents so that

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they wouldn’t find you to punish you. As you tell this story, emphasize the point of knowing what you did was wrong, but thinking, if you hid, you would not get in trouble. Has that ever happened to you? Have you ever done or said something wrong that you just wanted to hide in the dark and not be found? Close your eyes. Can you see me? No? But guess what. I can still see you. In the same way, God always sees us. He shines on us the way a light shines in the darkness and shows us everything. (Close your hand around an object (penny, etc), so that it cannot be seen. Shine the flashlight into your closed hand and see if the players can now see it.) We have talked about how God gives us light. But the sad truth is that sometimes, we don’t want the light. We don’t always want to follow God because his light shines on everything we do, the good things as well as the wrong things, and we don’t always live in his light. In fact, sometimes we make the choice ourselves to hide from God’s light by saying wrong things, doing wrong things, and thinking wrong thoughts. The Bible calls this sin. Because God is perfect and without sin, we are separated from God because of our sin. This choice we make seems like something we would not want to do, but something inside us causes us to make these wrong choices. This is what today’s Bible verse teaches us. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. When we do wrong things, we choose to live in the darkness instead of in God’s light. God sees this problem because he is light. Thankfully, we don’t have to stay in the dark. God loves us so much that He gave us a way to come out of the darkness into the light. We’ll talk more about that next week.

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Prayer Coach: End your Team Huddle with a prayer in which you and your players tell God that you’re sorry for the wrong things you have done. Close the prayer by thanking God for bringing light to us even when we say and do wrong things, and thank God that we don’t have to stay in the darkness.

For 3rd and 4th grade What do I need today? Penny, Flash Light I have a question for you. What would happen if cars didn’t have headlights? Especially when it’s dark outside? People wouldn’t be able to see to drive and I’m sure there would be accidents all over the place because no one would be able to see where they were going or be able to see the other things around them. Close your eyes. Everyone walk around with your eyes closed. (Allow them bump into each other several times) Keep your eyes closed. Can you see me? No? But guess what. I can still see you. In the same way, God always sees us. He shines on us the way a light shines in the darkness and shows us everything. (Close your hand around an object (penny, etc), so that it cannot be seen. Shine the flashlight into your closed hand and see if the players can now see it.) We have talked about how God has given us light and how it is for all people. But the sad part of the story is that we don’t always want the light. Today’s verse tells us “But men did not want light. They wanted darkness because they were doing evil things” (John 3:19). Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. Sometimes people think that darkness is better. We think that doing things our way is better than following God. But darkness is never better than light!

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In fact, sometimes we make the choice ourselves to hide from God’s light by saying wrong things, doing wrong things, and thinking wrong thoughts. The Bible calls this sin. This choice we make seems like something we would not want to do, but something inside us causes us to make these wrong choices. Think of it as people choosing to drive around with their headlights turned off, not able to see anyone or anything. This is what the verse is teaching us. Thankfully, we don’t have to stay in the dark. God loves us so much that He gave us a way to come out of the darkness into the light. Next week we will talk more about how to do this. Prayer Coach: End your Team Huddle with a prayer in which you and your players tell God that you’re sorry for the wrong things you have done. Do this with a prayer in which you leave some blanks that your players can fill in silently. Say, “God, I’m sorry for the things I have done and said wrong, like…” Close the prayer by thanking God for bringing light to us even when we say and do wrong things, and thank God that we don’t have to stay in the darkness.

For 5th and 6th grade What do I need today? Penny, Flash Light What are night-vision goggles? What do they help you do? Night-vision goggles are amazing things. Soldiers, police officers, and others use these special goggles to see what’s going on in the dark. It’s amazing how these goggles pick up on things even in pitch black situations. The reason they can do this is that they see a different kind of light than our eyes can. Close your eyes. Everyone walk around with your eyes closed. (Allow them bump into each other several times.)

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Keep your eyes closed. Can you see me? No? But guess what. I can still see you. In the same way, God always sees us. He shines on us the way a light shines in the darkness and shows us everything. (Close your hand around an object (penny, etc), so that it cannot be seen. Shine the flashlight into your closed hand and see if the players can now see it.) We don’t always want to follow God because his light shines on everything we do, the good things as well as our poor choices, and we don’t always choose to do things that would live in his light. In fact, sometimes we make the choice ourselves to hide from God, by the sins we commit. These sins are actions on our part that cause us to not be able to connect to God. It creates a darkness for ourselves, but not for God. He still sees everything, just as in our night vision example, you would be able to see everything even in a very dark area. This choice we make seems like something we would not want to do, but something inside us causes us to make these wrong choices. Think of it as people choosing to drive around with their headlights turned off, not able to see anyone or anything. This is what the verse is teaching us. We have talked about how God has given us light and how it is for all people. But the sad part of the story is that we don’t always want the light. Today’s verse tells us “But men did not want light. They wanted darkness because they were doing evil things” (John 3:19). Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. Thankfully, we don’t have to stay in the dark. God loves us so much that He gave us a way to come out of the darkness and see the light. Next week we will talk more about how God does this. Prayer Coach: End your Team Huddle with a prayer in which you and your players tell God that you’re sorry for the wrong things you have done. Do this with a prayer in which you leave some blanks that your players

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can fill in silently. Say, “God, I’m sorry for the things I have done and said wrong, like…” Close the prayer by thanking God for bringing light to us even when we say and do wrong things, and thank God that we don’t have to stay in the darkness. WEEK SIX PRACTICE PLAN

TIME ACTIVITY COACH’S NOTES

Warm-up Activity

Team Meeting

Skills & Drills 1

Skills & Drills 2

Skills & Drills 3

Team Huddle

Water break Scrimmage OR More Drills OR Offensive Plays (Court Spacing) Drills or Plays (If No Scrimmage)

Drills or Plays (If No Scrimmage)

Post-Practice Team Huddle

Mid-Practice Huddle – Devotion 6 Today’s Big Question: Why did God send Jesus? And the Answer Is: To bring us into the light! Bible verse: (Jesus said), “The person who follows me will never live in darkness. He will have the light that gives life.” John 8:12(b)

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For K5 through 2nd grade Has the power ever gone out at your house at night? When this happens, it can be scary because it is very dark. How glad were you when the lights finally came back on? You would probably feel much better even if the lights didn’t come back on and someone lit a candle or turned on a flashlight. When the lights come on, it actually takes our darkness away and gives us light. What are some of the things we can do in our house when the lights are on that we cannot do when it is dark and the power is gone? (play games, read, watch TV, etc) So, we want the light, right? Last week, we learned how God sees us in darkness because we say, do and think wrong things, which is called sin. But the great news is that God did not want us to stay in the darkness, so he did something about it. He sent his only son, Jesus, to take us out of the dark and into the light. Jesus did this by dying on a cross for every bad thing that you or I or even your parents have ever done or will ever do. So, Jesus actually took our darkness away by doing this. Sounds like a good thing, to have this light in our lives, doesn’t it? In fact, our Scripture verse says that if we follow him, we will never will live in darkness but have light. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. Prayer Coach: Say a brief prayer thanking God for sending Jesus to take us out of the darkness while also asking God to bring his light into the lives of each of your players during your Upward season.

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For 3rd and 4th grade Have any of you ever seen a lighthouse? What does a lighthouse do? When ships are at sea, and it is dark or stormy, a lighthouse helps the boat get to the shore safely, because, during these conditions, it may be very difficult for a boat to see where to dock. Its huge light shines out toward the ocean or bay. The light then serves as their guide all the way to the shore. Without a lighthouse, a boat could crash into the land because it could not see how close it was to it. Coach: Have everyone get up, go to a part of the room that has a lot of things they can run into, such as chairs, walls, tables and have them close their eyes and walk around. Let them bump into things for a few seconds or so. Imagine if you were a ship trying to steer through the rocks with no light at all, just like you did. Last week we talked about how we are in darkness because we sin. We are like that boat that is drifting in the ocean not knowing where to go. God didn’t want us to be like this, so he sent his only son, Jesus, to earth to take us out of darkness. Jesus did this by dying on a cross for every bad thing that you and I have ever done or will do in the future. This is how Jesus took our darkness. He serves as our lighthouse bringing us home to him if we choose to follow his light. In fact, our Scripture verse says that if we follow him, we will never live in darkness but have light that comes from him. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. Something very important to remember is that there is nothing we can do to take away our own sins. We can’t come into the light without God’s help. It is because God loves us so much that he sent his Son Jesus to die for us, even though we don’t deserve it. That is called grace.

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But the story didn’t end there. Jesus died for each one of us, and three days after he died, he came back to life. Next week we will talk about how we can receive this grace in the gift God has given us through Jesus. Prayer Coach: Say a brief prayer asking God to bring His light into the lives of each of your players during your Upward season.

For 5th and 6th grade Who can tell me what a lighthouse is? (A lighthouse is a tower or building that sends a light out to ships to protect them from dangerous shoreline and help guide them to safety) People build lighthouses because they want to keep ships safe. A beacon of light is sent out to the ships to keep them safe. Ship captains can see the light from miles away and they rely on that light to keep them safe and away from danger. A lighthouse gives light to a boat to protect and guide it. Coach: Have everyone get up, go to a part of the room that has a lot of things they can run into, such as chairs, walls, tables and have them close their eyes and walk around. Let them bump into things for a few seconds or so. Imagine if you were a ship trying to steer through the rocks with no light at all, just like you did. We now know that God’s light reaches everything and everywhere around us. But did you know that just like the light from a lighthouse shines specifically for a ship, God’s light shines for you? God sent his Son Jesus to the Earth to give light to each of us.

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Last week we talked about how we choose to live in darkness because of our sin – the wrong things we say, do and think. I told you that I would tell you what God has done for us to bring us into the light. God sent his Son, Jesus, to take our punishment for sins. Jesus is our lighthouse that brings us out of our sins and into safety. Something very important to remember is that there is nothing we can do on our own to take away our sins. But Jesus can! It is because God loves us so much that he sent his Son Jesus to die for us, even though we don’t deserve it. That is called grace. But the story didn’t end there. Jesus died for each one of us, and three days after he died, he came back to life! In doing this, Jesus conquered sin and overcame all the darkness in this world. That is why he is the true Light. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. Next week we will talk about how we can receive this grace in the gift God has given us through Jesus. Prayer Coach: Say a brief prayer asking God to bring his light into the lives of each of your players during your Upward season.

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WEEK SEVEN PRACTICE PLAN

TIME ACTIVITY COACH’S NOTES

Team Meeting

Warm-up Activity

Skills & Drills 1

Skills & Drills 2

Skills & Drills 3

Team Huddle

Water break Scrimmage OR More Drills OR Offensive Plays (Court Spacing) Drills or Plays (If No Scrimmage)

Drills or Plays (If No Scrimmage)

Post-Practice Team Huddle See Page 100 for Practice 7 Post-Practice Huddle

Mid-Practice Huddle – Devotion 7 Today’s Big Question: How do I begin a relationship with God? And the Answer Is: Step into the light! Bible verse: (Jesus said), “But he who follows the true way comes to the light.” John 3:21 What do I need today? Gospel Tool (multi colored silicone bracelets), Gospel Magnet

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We realize that children at different ages and different life experiences will receive the information about Jesus Christ in a variety of ways. We also know that a life changing decision for Christ will be made on God’s timing not ours. However, we do have the opportunity and mandate to present the gospel, so that each child has the chance to hear. Remember our challenge is in being prepared to share this great message, not in having any or every child make a decision. Prepare yourself to share with this gospel tool and the information provided, and be prepared to direct the children to more information as they request, or to discuss more with their parents, or with an appropriate support person for your league.

K5 through 6th grade This season we have been talking about how: 1. God loves us 2. God wants to have a relationship with us 3. We have sin in our life and that keeps us separated from God 4. God loves us so much that he sent his son Jesus to die for us so that we can choose to have a relationship with him Today we’re going to talk about how we can begin that relationship. (Pass out Gospel Tool – bracelet) Let’s all put our bracelet on. What do these colors remind you of? (Listen for someone to mention the Upward Stars) We are going to use this bracelet to talk about how the Upward Stars can help us remember how we can have a relationship with Jesus. Let’s begin with the color Blue. Who remembers what our blue stars is for? (Listen for ‘effort’) That’s right – the blue star is for effort and we receive it for giving our very best during our game. In our life we try and give our very

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best effort, but we all say and do wrong things. Who remembers what this is called? (Listen for ‘sin’) That’s right - sin. Now can someone tell me who has sinned? (Listen for ‘everyone has sinned’) That’s right. The Bible says that, “All have sinned and fall short of the glory of God.” (Romans 3:23). The next color on our bracelet is Gold. What does the gold star stand for? (Listen for ‘sportsmanship’) Yes, the gold star is for sportsmanship. God’s grace is the perfect example of sportsmanship. This season we talked about how God has shown us grace by sending Jesus, his son, to die on the cross for us, even though we don’t deserve it. Because Jesus died for us, he has taken away our sins. The Bible says in John 3:16, “God so loved the world that he gave his one and only Son, that whoever believes in him shall not perish but have eternal life.” The Bible tells us that we have to believe that Jesus died on the cross for our sins. So what did Jesus do for us? (Listen for ‘Died on the cross for our sins’) What’s the next color on our bracelet? Gray. We get the gray star for the great offense we play during our game. The best offense in our life is to ask Jesus into our heart. In Romans, the Bible tells us, “If you confess with your mouth, ‘Jesus is Lord,’ and believe in your heart that God raised him from the dead, you will be saved.” What must we ask God to do? We must ask God to forgive us for the things we say and do and think that are wrong, and we must believe that Jesus is alive. (Listen for something similar to ‘Forgive us of our sins or all the things we’ve done wrong’) The next color is Red. The red star stands for defense. Because Jesus loved us enough to die for our sins, we need to repent. To repent means to turn away from our sin and run to God. The Bible says, “Repent, then, and turn to God, so that your sins may be wiped out, that times of refreshing may come from the Lord” (Acts 3:19). So, how do we repent of our sins? (Listen for something like ‘We turn away from our sins and live for God)

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What does the White star stand for? (Listen for ‘Christlikeness’ or ‘To be like Christ’) That’s right, Christlikeness. We are like Christ when we try to live as Jesus lived and allow him to live through us. In Galatians, the Bible tells us, “I have been crucified with Christ and I no longer live, but Christ lives in me.” So, as others see our lives, they should be able to see Jesus in us. The last color on our bracelet is Green. Each week during practice we receive a green star that stands for the Scripture we have been learning. By learning Scripture, we come to know more about God and he teaches us how to grow in our relationship with him. So how do we begin this relationship with Jesus and become a part of God’s family? To be in God’s family, we need to understand that we have sinned. Then we must believe that Jesus took the punishment for our sins when he died on the cross and that God raised him from the dead. We need to ask His forgiveness and then turn away from our sin. If you are ready to place your faith in Jesus, you can talk with your parents or one of your coaches. There are no exact words that can place you in God’s family – only your faith in Jesus can do that. But a prayer will start that relationship. Wear your bracelet so that every time you see it, you can remember what Jesus has done for you. Coach: Here are some more tips to keep in mind as you talk individually with a child who has further questions about what it means to be a Christian: › Ask the child if they know what it means to be a Christian and how they begin that relationship. › If that answer is yes, ask them to explain to you what it means. Listen for them to say that they have sinned, they believe that Jesus took their place, and that they want to ask forgiveness.

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› If the answer is no, ask the child to tell you what part was unclear. › Always keep parents informed on questions a child may have and encourage them to talk further with the child at home. › If parents are uncomfortable with leading a child to Christ, be prepared to do this yourself. If you sense that there is an understanding of this message, encourage the child to tell God in prayer the things that they told you (they are a sinner, they believe Jesus died on the cross for them, they want to be forgiven). › If a child is uncomfortable or unsure how to pray, offer to lead them in the sample prayer found on their Upward Gospel Magnet: “Dear Jesus, I know I am a sinner and I need a savior. I believe you took my place and died on the cross for my sins. I ask that you please forgive me and I repent from my sins. Come into my life and help me to allow you to live through me. I love you, Jesus. Thank you for loving me first. Amen.” › After the child prays, pray for him or her, thanking God that a new person is in His family. If a child prays to receive Christ, you need to make sure you communicate this to your follow up commissioner so appropriate support can take place. Post-Practice Huddle › Distribute Upward Gospel Magnet to players. › Explain the center cut out that fits around their Scripture Learning Card Holder › Explain that this magnet shares the Gospel message that was shared during the Team Huddle

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› Be available for any players or parents who may have specific questions about what it means to begin a relationship with Jesus. › If a player makes a decision to begin a relationship with Jesus, notify your League Director.

WEEK EIGHT PRACTICE PLAN

TIME ACTIVITY COACH’S NOTES

Warm-up Activity

Team Meeting

Skills & Drills 1

Skills & Drills 2

Skills & Drills 3

Team Huddle

Water break Scrimmage OR More Drills OR Offensive Plays (Court Spacing) Drills or Plays (If No Scrimmage)

Drills or Plays (If No Scrimmage)

Post-Practice Team Huddle

Mid-Practice Huddle – Devotion 8 Today’s Big Question: How do I build a relationship with God? And the Answer Is: Walk in the light! Bible verse: God is in the light. We should live in the light, too. 1 John 1:7(a)

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For K5 through 2nd grade Coach: › Gather your players around to play a shadow game. › Instruct your players to pair up. › One player will stand up while the other player lies on the floor on his or her back. Their feet should be touching. › The player on the floor will act like the shadow of the player standing up. As the standing player moves his or her arms or legs, the player lying on the floor will move the same way. This is just how our shadows act. If we look down on the floor or on the wall while we move, our shadows move with us. When we are places that are darker, it’s hard to see our shadows. But when the light is bright, our shadows are much easier to see. Last week we talked about how we can be in God’s family by stepping into the light and following Jesus. Today, we want to talk about what happens after we join God’s family– about how we can build our relationship with God. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. Today’s verse gives us a picture of what we can do. If we want to follow Jesus, we must spend our lives in the light. God is in the light, and so we need to be in the light too. As we walk in the light, following the ways God wants us to live, we move in the same way God does – just like our shadows do. A couple of things we can do to follow God is to talk with God by praying and reading our Bible. What are other things we can do to follow God? (go to church, tell the truth, obey our parents, etc).

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Prayer End your Team Huddle time with a prayer in which you ask God to help your players walk in the light and reflect God.

For 3rd and 4th grade Coach: › Gather your players around to play a shadow game. › Instruct your players to pair up. › Players will stand up, facing each other. › One player will act like the shadow of their partner. As the main player moves, the ‘shadow’ player with move with them. What do we know about shadows? (Allow players to respond with various answers) If we look down on the floor or on the wall while we move, our shadows move in the exact way that we move. When the sun is out, or the lights are on, our shadows are very easy to see. But when we are in dark places, we can’t see our shadows. In our Team Huddle last week, we talked about how we can begin a relationship with God by stepping into the light and following Jesus, by asking him into our heart. Today, we want to talk about what we do after we have started that relationship – about how we can build our relationship with God. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. Today’s verse gives us a picture of what we can do. We need to live in the light because God lives in the light. If we are following God and living our lives the way he wants us to, we will be a shadow of God and move in the same way he does.

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One way we live in the light and learn about God is through Scripture learning. Each week, you get a green star for learning a Scripture. This is important is because it helps us grow in our relationship with God. What are some other ways besides learning about Scripture that you can grow in your relationship with God? How can you do these things? Prayer End your Team Huddle time with a prayer in which you ask God to help your players walk in the light and reflect God.

For 5th and 6th grade Coach: › Gather your players around to play a shadow game. › Instruct your players to pair up. › Players will stand up, facing each other. › One player will act like the shadow of their partner. As the main player moves, the ‘shadow’ player with move with them. Instruct the main player to act as if he or she is running through drills or playing basketball. The shadow player will copy their partner’s movement as they face them. What do we know about shadows? (Allow players to respond with various answers) If we look down on the floor or on the wall while we move, our shadows move in the exact way that we move. When the sun is out, or the lights are on, our shadows are very easy to see. But when we are in dark places, we can’t see our shadows. Last week we talked about how we can begin a relationship with God by stepping into the light and following Jesus. So what happens after that? Today, we want to talk about what we do after we have started that relationship – about how we can build our relationship with God.

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Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. Today’s verse gives us a picture of what we can do. If we want to follow Jesus, we must spend our lives in the light because that’s where God is in. It is by being in the light that we can be God’s reflection, in the same way that our shadows are very easy to see when we are in the light. One way we live in the light and learn about God is through Scripture learning. Each week, you receive a green star for learning a Scripture. As we learn more of God’s Word, we learn more about who God is and how he wants us to live. What are some other ways besides learning about Scripture that you can grow in your relationship with God? How can you do these things? Pick one way you can grow using prayer this week. Will you commit to trying to grow using prayer before our practice next week? Prayer End your Team Huddle time with a prayer in which you ask God to help your players walk in the light and reflect God.

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WEEK NINE PRACTICE PLAN

TIME ACTIVITY COACH’S NOTES

Warm-up Activity

Team Meeting

Skills & Drills 1

Skills & Drills 2

Skills & Drills 3

Team Huddle

Water break Scrimmage OR More Drills OR Offensive Plays (Court Spacing) Drills or Plays (If No Scrimmage)

Drills or Plays (If No Scrimmage)

Post-Practice Team Huddle

Mid-Practice Huddle Devotion 9 Today’s Big Question: How do I become better? And the Answer Is: Keep the light shining! Bible verse: If we obey what God has told us to do, then we are sure that we truly know God. 1 John 2:3

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For K5 through 2nd grade Coach: Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. Ask your players who had the most recent birthday. Once you know that, ask the player who just had the most recent birthday the following questions. Did you have cake at your birthday? Did you have candles on your cake? Were the candles trick candles? Have you ever had trick candles on your cake? Trick candles are fun because once you think you’ve blown them all out, they light up again all by themselves. Who knows how these candles work? They have a special metal inside the wick that keeps the flame from going out all the way, even though it looks like it has gone out. So, after a few seconds, that metal helps the candle re-light itself. It doesn’t matter how hard you blow them, the fire never goes out! Regular candles don’t have this metal inside them, so when you blow them out, they don’t re-light themselves. All season we’ve been talking about how God is light and wants us to receive that light. When we ask Jesus into our hearts, God’s light lives inside of us. Much like the metal that is in a trick candle, Jesus allows the light to not go out if we continue to follow and obey him. In fact, that is what this practice’s Scripture verse is about. It says we truly know God if we obey what he tells us to do. No matter how much the world tries to blow out our candle, God can re-light it if we follow and obey him. Prayer Say a prayer thanking God for giving us His light. Ask God to help each of your players learn to keep his light shining through the rest of the season and beyond.

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For 3rd and 4th grade How many of you remember seeing the Olympic Flame at the top of the stadium in Beijing, China? Did you know that the Olympic Flames take a journey around the world before it is brought to the place of the Olympic games? The flame is lit in Greece, where the first Olympics Games took place. The flame is then carried around to different parts of the world before it arrives at the location of the Olympic Games. The flame is very closely protected so that it doesn’t completely go out. All season we’ve been talking about how God is light and wants us to receive that light. When we ask Jesus into our hearts, God’s light also lives inside of us. God’s light is transferred to us, in the same way that the flame that begins in Greece, is carried so that the exact same flame lights the Olympic torch wherever the games may be. In the same way the Olympic flame is protected, Jesus allows the light to not go out if we continue to follow and obey him. In fact, that is what today’s Scripture verse is about. It says we truly know God if we obey what he tells us to do. No matter how much the world tries to put out our light, God can re-light it if we follow and obey him. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. Prayer End your Team Huddle by saying a prayer thanking God for giving us his light. Ask God to help each of your players keep his light shining in their lives.

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For 5th and 6th grade How many of you remember seeing the Olympic Flame at the top of the stadium in Beijing, China during the 2008 Olympics? Did you know that the Olympic Flames takes a journey around the world before it is brought to the location of the Olympic games? The flame is lit in Greece, where the first Olympics Games took place. The flame is then carried around to different parts of the world before it arrives at the location of the Olympic Games. The flame is very closely protected so that it doesn’t completely go out. And just in case the flame the person is carrying goes out, there are lanterns that carry a flame from the original flame lit in Greece, so that the torch can be relit. All season we’ve been talking about how God is light and how he has made a way for us to receive his light. When we ask Jesus into our hearts, God’s light comes to live inside of us. God’s light is transferred to us, in the same way that the flame that begins in Greece, is carried to the Olympic Games so that the exact same flame lights the Olympic torch. In the same way the Olympic flame is protected, Jesus allows the light to not go out if we continue to follow and obey him. In fact, that is what today’s Scripture verse is about. It says we truly know God if we obey what he tells us to do. No matter how much the world tries to put out our light, God can re-light it if we follow and obey him. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. How can we use the light God has given us? Pick one thing that you can do this week to use the light as you follow Jesus. Will you commit to using your light in this way before our practice next week?

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Prayer End your Team Huddle by saying a prayer thanking God for giving us his light. Ask God to help each of your players keep his light shining in their lives.

WEEK TEN PRACTICE PLAN

TIME ACTIVITY COACH’S NOTES

Warm-up Activity

Team Meeting

Skills & Drills 1

Skills & Drills 2

Skills & Drills 3

Team Huddle

Water break Scrimmage OR More Drills OR Offensive Plays (Court Spacing) Drills or Plays (If No Scrimmage)

Drills or Plays (If No Scrimmage)

Post-Practice Team Huddle

Mid-Practice Huddle Devotion 10 Today’s Big Question: How do I bond with others? And the Answer Is: Share in the light! Bible verse: If we live in the light, we share fellowship with each other. 1 John 1:7(b)

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For K5 through 2nd grade Coach: Get your players to sit like they’re sitting around a campfire. Then ask the players what people do around the campfire and act out their suggestions. These suggestions could include singing a song, telling stories, etc. Have you ever sat around the campfire? When did you do this? What did you do around the campfire? What are some reasons that people sit around a campfire? Coach: Tell a story of a time when you sat around a campfire with other people. Talk about what you did and why it was fun. We’ve been talking all season in our Team Huddles about light, and today we think about another kind of light – a campfire. You sit around a campfire for an important reason – it’s dark outside at night, and you can’t see much of anything. But when you sit around the campfire, you can see everyone else around the campfire. That helps you enjoy being with each other, whether you’re telling stories, singing songs, making s’mores, or just talking. No matter how much smoke you breathe in through your nose, it’s still a really fun time. We can describe all the fun stuff that happens around a campfire with this fancy word: fellowship. Basically, fellowship means being together with a group of friends. And as we walk in the light, we learn that fellowship with other friends who are following Jesus like we are is important. Today’s Bible verse tells us that if we live in the light, we share fellowship with each other. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times.

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Prayer Get your players to hold hands as they make a circle around the “campfire.” You can close by having the players sing a song or with a prayer in which you thank God for the fellowship that your team has had together this season.

For 3rd and 4th grade Coach: Get your players to sit like they’re sitting around a campfire. Then ask the players what people do around the campfire and act out their suggestions. These suggestions could include singing a song, telling stories, etc. Have you ever sat around the campfire? When did you do this? What did you do around the campfire? What are some reasons that people sit around a campfire? Coach: Tell a story of a time when you sat around a campfire with other people. Talk about what you did and why it was fun. We’ve been talking all season in our Team Huddles about light, and today we think about another kind of light – a campfire. You sit around a campfire for an important reason – it’s dark outside at night, and you can’t see much of anything. But when you sit around the campfire, you can see everyone else around the campfire. That helps you enjoy being with each other, whether you’re telling stories, singing songs, making s’mores, or just talking. No matter how much smoke you breathe in through your nose, it’s still a really fun time. We can describe all the fun stuff that happens around a campfire with this word: fellowship. Basically, fellowship means being together with a group of friends. It is very important to have fellowship with other friends who are following Jesus. Why do you think this is so important? Walking in the light with other people helps us stay encouraged and remember why we made

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the decision to walk with Jesus. Our Scripture verse for today tells us that if we live in the light, we share fellowship with each other. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. Can you think of a time you have shared fellowship with other friends? How did you do this? Prayer Get your players to hold hands as they make a circle around the “campfire.” You can close by having the players sing a song or with a prayer in which you thank God for the fellowship that your team has had together this season.

For 5th and 6th grade How many of you have ever heard of or have even seen searchlights? Searchlights are huge lights that are put on the ground and shined into the sky, rotating in a circle. The light is shot up into the sky in a straight line, creating a very powerful beam. Amusement parks use searchlights today to attract people to come there and have fun. A theater sometimes uses them when they are showing the premiere of a big movie. These places do this because they want people to follow the searchlight to where they are so they can have a good time with their friends and family. All season we have been talking about how God is light and wants us to experience his light. There is also something else God wants us to do. He wants us to share in his light by being around people that know him as well. This is called fellowship and it is what today’s Scripture verse talks about. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times.

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It’s more fun to be at an amusement park or movie theater with friends or family than it is to go by yourself. Why is that? In the same way, when we are together with other people who know and love God, then we are not only living in the light but we are sharing in his light with others. God wants us to experience that type of fellowship. Who are some people that you can have Christian fellowship with? What one thing you can do to move toward fellowship with those people? Will you commit to starting to do this before our practice next week? Prayer Close with a prayer thanking God for the fellowship that your team has had together this season. Ask God to help your players connect in fellowship with others that know him.

WEEK ELEVEN PRACTICE PLAN

TIME ACTIVITY COACH’S NOTES

Warm-up Activity

Team Meeting

Skills & Drills 1

Skills & Drills 2

Skills & Drills 3

Team Huddle

Water break Scrimmage OR More Drills OR Offensive Plays (Court Spacing) Drills or Plays (If No Scrimmage)

Drills or Plays (If No Scrimmage)

Post-Practice Team Huddle

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Mid-Practice Huddle Devotion 11 Today’s Big Question: Whose bucket can I fill? And the Answer Is: Shine light to others! Bible verse: In the same way, you should be light to others. Matthew 5:16 (a) For K5 through 2nd grade What do I need today? Flashlight and a small mirror How many of you believe I can make this mirror act like a flashlight? Coach: Give the flashlight to one of your players while you hold the mirror. Tell the player to shine the flashlight on you. Then, use the mirror to reflect the light onto another player. You see, as the light shines on me, I can hold up my mirror and shine the light on any of you. The light I am shining off of my mirror is just as bright as the light coming from the flashlight. Coach: Now let the kids try the same experiment – help them have it work. If I am going to shine the light on you, there is something I must do that is very important. I must keep my mirror facing toward the light. If I turn away from the light, I won’t be able to shine it on you. (Illustrate) Today’s Scripture verse says we are to be light to others. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times.

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When Jesus comes to live in our hearts, he gives us this light. However, he does not want us to keep that light to ourselves. He wants us to shine his light to others. He tells us that we should shine that light to others around us just like I did with this mirror and flashlight. If we are going to shine the light of Jesus, we must also remember to keep our faces turned toward Jesus. When we remember this, we will shine his light to everybody around us. Prayer Close your Team Huddle with a prayer asking God to help you and your team shine the light of Jesus. Also, ask God to help your team to stay focused on him as they share this light with others.

For 3rd and 4th grade What do I need today? Flashlight and a small mirror How many of you believe I can make this mirror act like a flashlight? Coach: Give the flashlight to one of your players while you hold the mirror. Tell the player to shine the flashlight on you. Then, use the mirror to reflect the light onto another player. Now let the kids try the same experiment – help them have it work. You see, as the light shines on me, I can hold up my mirror and shine the light on any of you. The light I am shining off of my mirror is just as bright as the light coming from the flashlight. If I am going to shine the light on you, there is something I must do that is very important. I must keep my mirror facing toward the light. If I turn away from the light, I won’t be able to shine it on you. (Illustrate) Today’s Scripture verse says we are to be light to others.

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Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. When Jesus comes to live in our hearts, he gives us this light. However, he does not want us to keep that light to ourselves. He wants us to shine his light to others. He tells us that we should shine that light to others around us just like I did with this mirror and flashlight. If we are going to shine the light of Jesus, we must also remember to keep our faces turned toward Jesus. When we remember this, we will shine his light to everybody around us. Prayer Close your Team Huddle with a prayer asking God to help you and your team reflect the light of Jesus. Also, ask God to help your team to stay focused on him and not let anything stand in the way of receiving his light.

For 5th and 6th grade We’ve all been outside at night and seen the moon in the sky. Have you ever wondered how the moon is able to shine so bright that we are able to see it? Does the moon shine on its own like the sun? The moon itself does not give off any light. The only way we are able to see the moon at all is because the sun shines on the moon sometimes and that light reflects off of it and shines down to us. So, the light we see from the moon is actually light from the sun. Much like the sun, God is the source of light and gives that light to each and every one of us through Jesus. However, when we receive that light, we are not supposed to keep it to ourselves, but rather we are to show that light to others. We are to be like the moon when the sun shines on it and reflect it to everyone with whom we come in contact.

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Today’s verse says we are to be light to others. Review Scripture learning verse with players. Give players the opportunity to say the verse with you a few times. But, how do we do that? When Jesus lived on earth, he hung out with people that were different than him, but he treated them all the same, with love and friendship. We should do the same thing. Helping other people or even being friendly to people who are not your best friend is a great way to be light to others. Pick one person that you can show love to this week. How can you show love to this person? Will you commit to showing love to this person in this way this week? Prayer Close your Team Huddle with a prayer thanking God for giving you all the opportunity to reflect his light to everyone.

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Upward Basketball Coach Playbook 119 Section Three: Game Day

Circle of Criticism and Circle of Affirmation Remember one of the key points in becoming an Upward Coach is to know your role in the Circle of Affirmation. Actions and reactions on the court will have a lasting effect that either opens or closes the door to ministry. The Circle of Criticism and the Circle of Affirmation are simple concepts that illustrate the results of a coach giving a referee either negative or positive feedback. › The Circle of Criticism begins when the coach gives a negative response to a right or wrong call made by the referee. › The coach’s example gives the parent the implied permission to react negatively towards the referee. › The parent’s example causes the child to assume that it is acceptable to Start react in the same way. The Volunteer referee result can be a negative makes a call. attitude towards

authority. Children respond to parent’s negative reaction, undermining Coach gives respect for a negative the authority response to the referee’s call. figure – the Circle of Criticism volunteer referee.

Parent follows example of coach and gives a negative response to the referee’s call.

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In Upward Basketball, coaches and referees work together as a unified team. Coaches have the opportunity and the responsibility to stop the Circle of Criticism by starting the Circle of Affirmation instead. › The Circle of Affirmation begins when the coach gives a positive response to a right or wrong call made by the referee. › The coach’s example influences the parent to react positively towards the referee. › The parent’s example encourages the child to give a positive response. The result is a positive attitude towards authority. The Circle of Affirmation goes beyond the referee. The Circle of Affirmation goes beyond the referee. A coach’s affirmation of players inspires encouragement and positive comments Start Volunteer referee from parents, family members, and makes a call. other players.

Practicing the Circle of Children respond to parent’s positive Affirmation makes the reaction, creating Coach gives respect for a positive game a better experience the authority response to the figure – the Circle of Affirmation referee’s call. for everyone. volunteer referee.

Parent follows example of coach and gives a positive response to the referee’s call.

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Rules for Upward Basketball The game format, rules for game play, and substitution system which are unique to Upward Basketball are designed to recognize that Every Child Is A Winner by promoting character and self-esteem. Game Format A unique element of Upward’s Basketball ministry is the game format: › A referee leads both teams in prayer at center court before every game. This sets the tone and focus for the scrimmage. › Games consist of two 18-minute halves and an eight-minute halftime. This keeps games to approximately a 45-minute time frame. It also allows games that are scheduled on the hour to begin and end on time. › A coin toss or other impartial method determines which team receives possession first. In jump-ball situations, possessions will alternate. This promotes fairness for both teams while adhering to NFHS rule for jump ball situations. › During each six-minute segment the clock runs continuously stopping only at the end of each segment for predetermined substitutions. This allows coaches to line up and match substitutions based on height and ability without wasting valuable game time. This time should not be treated as a timeout. This is a great time for cheerleaders to do a quick cheer.. › No timeouts are used in Upward Basketball. This allows more playing time and keeps the scrimmages on time. › At the end of each six-minute segment, the team that receives the ball next is based upon the direction of the possession arrow. Therefore, an end-of-the-period shot is encouraged. Players and

122 Upward Basketball Coach Playbook Section Three: Game Day

spectators enjoy seeing a last second shot attempt. It also avoids the offensive team that will have possession in the next segment from stalling at the end of a period. › Teams switch goals at halftime. This is in compliance with NFHS Rules. Also, it evens any advantage that may occur because of the court. › No scores are kept in the K5 or first- and second-grade divisions. The focus for this age is to learn fundamentals, not winning and losing. › Any games ending in a tie should remain a tie. This will help keep games on schedule. › No division standings are maintained in any division. Such standings add unnecessary pressure and intensity. In Upward Basketball, there will not be a playoff system, championship tournament or a division champion thus eliminating the need for standings. › Coaches are allowed to walk the sidelines and encourage their players without stepping in the playing area. K5 coaches are allowed on the court with the players. The focus is to instruct and encourage players at all times. › All coaches will adhere to the substitution system as detailed on page 128. The substitution system allows for equal playing time for all players.

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Rules for Play Except where the Rules Unique to Upward apply, play is governed by the National Federation of State High School Associations’ (NFHS) Rules Book (website: www.nfhs.org). 1. Man-to-man defense will be played at all times. Zone defenses are not allowed. In most cases, while playing a man-to-man defense, players are only guarding the opponent that closely matches their ability and height. This allows for a more competitive system for every player on the court while creating an equal opportunity for each player. 2. Defensive players must stay within arm’s reach of the player they’re guarding. (Isolation plays are not part of Upward Basketball because they take away the opportunity for improvement for all players and contradict the spirit of the rules. This prevents defenders from sagging or crowding an area of the court to gain a defensive advantage.) 3. Double-teaming is not allowed. Help defense is strongly encouraged in the following instances: › Picks and Screens: Defensive switching is allowed on offensive picks or screens. The non-screened defender can help his or her teammate by temporarily switching until the teammate recovers to defend their offensive player. This is commonly referred to as “help and recover.” This prevents the offense from continually setting screens to gain an advantage. Here is an example of how help defense involving picks and screens can occur: › An offensive player (O1) sets a legal screen on a defender (D1), allowing the ball handler (O2) to freely drive into the lane. As O2 gets into the lane a nearby defender (D2) slides over away from

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his assigned man to guard O2 until D1 can recover from the screen. Upon recovery, D2 must return to guarding his assigned opponent. › Fast Breaks: During any fast break (when the team that gains possession of the ball pushes it quickly into the opponent’s end of the court, hoping to get a good shot off before the other team has a chance to set up on defense), another defensive player not assigned to the ball handler may help in order to slow or stop the fast break. Upon stopping the fast break, defenders should return to guarding their assigned players. This rule is meant to prevent the defenders from helplessly watching the offensive player score and not be able to help. Here is an example of how fast break help defense can occur: › The defense gets a rebound under the goal and throws a wide open overhead pass to a teammate located along half court. This player receives the pass and is advancing the fast break. Meanwhile, the only opposing player close to him is not his assigned defender. This person quickly guards the ball carrier and stops the fast break. › Lane Area: If a defender is in the lane, and the player he or she is guarding is within arm’s reach, the defender is allowed to provide help defense. Since many goals are scored in the lane, this rule provides the defense more opportunity to properly defend this area without abandoning their assigned offensive opponent. › Here is an example of how this can occur: The ball handler beats his man and drives into the lane. After doing this, he meets a second defender who is in the lane. As long as this defender is within arm’s reach of his assigned opponent, he is allowed to provide help until the ball handler’s

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assigned opponent can recover. Upon recovery, the defensive player that provided help must then return to guarding only his assigned player. 4. At the beginning of each six-minute segment, both coaches should lineup the players at mid-court and match them up by ability without giving verbal cues. This act is performed to promote equal player match-ups. Equal match-ups combined with man- to-man defense create five competitive pairings on the court. If both coaches and referees foresee a match-up problem due to position and height, players can be shuffled around to create a better game situation. 5. Full-court presses are not allowed. Defensive players may not guard their opponents in the backcourt. This will allow for more play to occur in the front court and creates an equal opportunity for each child to participate both on offense and defense. 6. Due to the shortness of the court in cross-court play, backcourt violations will not be called. However, if playing on a regulation-size court (84 feet), backcourt violations should be called. 7. The offense must purposefully attack the defense in every situation – no stalling. After a warning from the referee, a violation will be called resulting in a turnover. This will prevent a team with the lead from running the clock out by staying in the backcourt. 8. Referees will call and explain all violations. This is done because referees also serve as “on the floor coaches” teaching players what is and is not acceptable on the court. The detail of explanations will vary according to the age group and understanding of the players and should decrease as the season progresses.

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9. When possible, referees will advise players of potential violations before the violation occurs. Through words of encouragement and warning, referees are often able to prevent a violation from occurring. 10. The three second restriction (lane violation) should not be called in the kindergarten or first- and second-grade divisions. However, coaches and referees should encourage offensive movement in and out of the lane area. This helps teach the younger age groups to avoid this potential violation without being penalized. 11. No technical fouls or protest of games. Technical fouls and protests go against the spirit of Upward Basketball. Coaches and referees should instead follow the example in the Circle of Affirmation. 12. No score will be given for a basket in the wrong goal. It will be treated as a turnover. This will prevent further embarrassing a player for making this mistake. 13. A player committing two fouls in one six-minute segment must sit out the remainder of that segment. The next player in the rotation comes in as the substitute. This does not change the normal rotation, because the fouled-out player does not come back into the game until scheduled to do so. The player who comes in as a substitute gains extra playing time. This extra time does not affect the predetermined substitution system. This rule allows the offending player time to regroup during the remainder of the segment while realizing that there is a consequence for the violation. Note: In a second foul situation, when a team only has five players at a game, replace the substitution rule with a two-point penalty by awarding the fouled team two additional points. The opposing team then takes possession.

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14. Non-shooting fouls result in the ball being taken out on the side by the offended team (no bonus rule). All shooting fouls result in free throws. By not administering “bonus” situation free throws, this allows all players on the court to contribute to consistent game action. 15. The game clock runs continuously, with the following rules going into effect when fewer than two minutes remain in the game: › Non-shooting fouls result in the offensive team getting one point and the ball. › Shooting fouls result in the offensive team scoring two points. The opposing team then takes possession. › Players fouled in the act of shooting and making the basket are credited with the basket plus one point. The opposing team then takes possession. These rules exist because, with less than two minutes remaining, time may be wasted lining up players for free throws. This keeps the game moving while allowing all players more time to equally contribute.

Substitution System The substitution system is designed to provide every player equal opportunity for improvement. The substitution system ensures the following: › Every child will play at least half of the game. This eliminates preferential treatment of players. › No child will sit out back-to-back six minute segments. This allows each player to be focused and engaged throughout the game.

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› The starting lineup shifts down one player every game, allowing every child to be in the starting lineup. This gives all players a time to be on the court first and not feel less important because they don’t get a chance to start the game. No child will feel as though they are used only as a reserve player. › In most cases, each child will play against someone of equal ability. This promotes equal opportunity for every child regardless of ability. Equal match-ups allow for a more competitive situation for every player on the court. › Coaches are not open to making unfair substitutions or being accused of such actions. › Coaches are free from monitoring playing time for each player. › Playing time for all players is virtually even over the course of the season.

Implementing the System Coaches should receive a team roster from either the league director or coach commissioner. Utilizing the substitution forms found on page 134, the coach assigns each player a letter according to his or her ability beginning with the letter A. Players should not be aware of this system or their rank. Before the first game, the coach needs to have his or her player rankings set. This ability ranking is based on both the player’s evaluation score and the coach’s talent assessment of each player (observed during practice). The player’s ranking should not change once the season begins, as this could result in unequal playing time over the course of the season.

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This example of a seven-player team will demonstrate the substitution system. Beth, Ann, Susan, Kim, Mary, Karen, and Amy make up the Lady Bulldogs team. One letter (A, B, C, D, E, F, or G) will be assigned to each member of the team. Because Beth has the most ability, she is assigned the letter A. Amy is assigned the letter G because she has the most room for improvement. Substitutions on the first game day (week one) start with player A. Players A, B, C, D, and E start the first segment. The starting lineup for week one is Beth, Ann, Susan, Kim, and Mary. The second segment will allow Karen and Amy to play along with Beth, Ann, and Susan. The second segment includes players F, G, A, B, and C. In the third segment, Kim, Mary, Karen, Amy, and Beth (players D, E, F, G, and A) will play. By halftime every child will have played two segments, and no child will have been required to sit out more than six minutes at a time. Beth, player A, has played all three segments; however, she will not play during the first segment of the second half.

Week 1 first Half Second Half Player’s Name 18 min 12 min 6 min18 min 12 min 6 min

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Substitutions on the second game day (week two) will start with player B, as the starting lineup shifts down one player each game. Players B, C, D, E, and F will start the first segment. The starting lineup for week two is Ann, Susan, Kim, Mary, and Karen. The starting lineup shifts down one player each game

Week 2 first Half Second Half Player’s Name 18 min 12 min 6 min18 min 12 min 6 min

Substitutions on the third game day (week three) will start with player C. This starting lineup rotation continues throughout the season. Refer to the Coach DVD and coach website (www.upward.org/upwardcoach) for more demonstrations of the substitution system. Blank substitution forms are located on pages 134 of this playbook. Note: If a child is injured in a game or misses a game, those circumstances have no affect on the rotation in future substitutions or games.

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Game-Day Recognition Regardless of the score, Every Child Is A Winner. The multi-colored stars represent a key tool for coaches to use in building the self-esteem of players after each game. This should be a special time for the players, as family members join the team for star presentation. Everyone should be encouraged to cheer for players as each star is presented. Make sure that each player receives all five stars throughout the season. Use the Star Distribution Form located on page 139 of this playbook to track star recipients. Please view the Coach DVD and coach website (www.upward. org/upwardcoach) for a demonstration of a game-day star presentation. Multi-colored stars: › Blue star represents Effort › Gold star represents Sportsmanship › Gray star represents Offense › Red star represents Defense › White star represents Christlikeness

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Upward Basketball Coach Playbook 133 Section Four: Forms

(Note: You may also print blank substitution forms by visiting Upward’s website– www.upward.org/upwardcoach)

Week 1 first Half Second Half Player’s Name 18 min 12 min 6 min18 min 12 min 6 min

Week 2 first Half Second Half Player’s Name 18 min 12 min 6 min18 min 12 min 6 min

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Week 3 first Half Second Half Player’s Name 18 min 12 min 6 min18 min 12 min 6 min

Week 4 first Half Second Half Player’s Name 18 min 12 min 6 min18 min 12 min 6 min

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Week 5 first Half Second Half Player’s Name 18 min 12 min 6 min18 min 12 min 6 min

Week 6 first Half Second Half Player’s Name 18 min 12 min 6 min18 min 12 min 6 min

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Week 7 first Half Second Half Player’s Name 18 min 12 min 6 min18 min 12 min 6 min

Week 8 first Half Second Half Player’s Name 18 min 12 min 6 min18 min 12 min 6 min

Upward Basketball Coach Playbook 137 Section Four: Forms Game 7 Game 8 Game 6 Red (R): Defense White (W): Christlikeness White (W): Defense Red (R): Blue (B): Effort Gold (Go): Sportsmanship Gray (Gr): Offense Sportsmanship Gray (Gr): Effort Gold (Go): Blue (B): Name Game 1 Game 2 Game 3 Game 4 Game 5 STAR DISTRIBUTION FORM (sample) STAR Use a pencil to record the color of star that players receive each game.

138 Upward Basketball Coach Playbook Section Four: Forms Game 7 Game 8 Game 6 Red (R): Defense White (W): Christlikeness White (W): Defense Red (R): Blue (B): Effort Gold (Go): Sportsmanship Gray (Gr): Offense Sportsmanship Gray (Gr): Effort Gold (Go): Blue (B): Name Game 1 Game 2 Game 3 Game 4 Game 5 STAR DISTRIBUTION FORM STAR Use a pencil to record the color of star that players receive each game.

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Notes

140 Upward Basketball Coach Playbook Section Four: Forms

Notes

Upward Basketball Coach Playbook 141 Section Four: Forms

Notes

142 Upward Basketball Coach Playbook