ASSIST_cover_03 28-07-2003 11:08 Pagina 1

FIBA ASSIST MAGAZINE FOR BASKETBALL ENTHUSIASTS EVERYWHERE JULY/AUGUST 2003

assist03

MULY KATZURIN TUBBY SMITH - COLLEGE COACH OF THE YEAR

BASIC THREE MAN PLAYS
VALERY LUNICHKIN
RUSSIAN WOMEN’S YOUTH
PROGRAM
KENTUCKY
K. J. PIGOTT
RUNNING A BASKETBALL CAMP
ALBERTO GARCIA
THE ROLE OF THE FIBA NATIONAL
OFFENSE
REFEREE INSTRUCTOR
EMIR TURAM
THE TURKISH FEDERATION
FIBAASSIST03_004-005 28-07-2003 10:10 Pagina 4

TABLE OF CONTENTS

FIBA ASSIST MAGAZINE EDITORIAL

IS A PUBLICATION OF FIBA
International Basketball Federation by Claude Constantino 3
8, CH. Blandonnet, 1214 Vernier/Geneva
Switzerland
Tel. +41-22-545.000, Fax +41-22-545.0099
www.fiba.com
e-mail: [email protected]
COACHES
IN COLLABORATION WITH Giganti-BT&M, FUNDAMENTALS AND YOUTH BASKETBALL
Cantelli Editore, Italy Youth Level Pre-Season Practice Plan 6
PARTNER WABC (World Association
of Basketball Coaches), by Andreas Pistiolis
Dusan Ivkovic President
EDITOR-IN-CHIEF 1-4 Against the Zone 10
Giorgio Gandolfi by Steve Smith
Editorial Office: Cantelli Editore,
V. Saliceto 22/E, 40013 Castelmaggiore (BO),
Italy, Tel. +39-051-6328813, Basic Three-Man Plays 14
Fax +39-051 6328815 by Muly Katzurin
E-mail: [email protected]
THE MISSION Russian Youth Women’s Program 18
Our objective is to help basketball grow glo- by Valery Lunichkin
bally and improve in every aspect. Our goal
is to produce a technical publication of the
highest level, but one that is easily under-
OFFENSE
stood and appreciated by everyone. An The Kentucky Man-to-Man Play “40” 22
ample section of the magazine is devoted to by Tubby Smith
the coaches - more precisely, youth level
coaches - because coaches comprise the
largest part of our readership. Basketball Early and Secondary Fastbreak 25
can improve only if every aspect of this sport by Javier Imbroda
improves and moves forward. For this rea-
son the magazine is also devoted to topics of DEFENSE
interest for team executives, referees, doc-
tors, conditioning coaches, trainers, and The French Women’s National Team Defense 29
mini-basketball instructors, as well as natio-
nal Federations, FIBA Zones, Leagues and by Alain Jardel
teams.
Practicing Man-to-Man Defense 33
The magazine is published 6 times per year. by Antonino Molino
FIBA, Cantelli Editore and the Editor-in-Chief
are not responsible for the opinions expres- PSYCHOLOGY AND MOTIVATION
sed in the articles. Dealing with Adversity 36
All rights reserved. The National Federation
and their affiliates can reproduce any part or by Eric Foister
all the magazine for their internal use, but
not sell any part or all of the magazine to an
external publisher without the written per- NATIONAL COACHES ASSOCIATIONS
mission of FIBA. The Italian Basketball Coaches Committee 37
All information in this publication is provided by Antonio Pozzati
as news matter only and is not to be used to
violate any local or national laws.
Printed in Italy.
Copyright 2003 by FIBA.
AN INVITATION TO OUR READERS
No matter what the level of competition you
are concerned about, we invite you (coa-

2003-2004 FIBA CALENDAR

ches; FIBA Zones, Federations, Leagues, and
team executives, referees, doctors, trainers,
conditioning coaches, minibasket instruc-
tors, journalists) to send articles to us for
publication. The article must be no longer AUGUST Anyksciai, Lithuania
than 5/6,000 characters, spaces included. If
diagrams of plays, drills or sketches are 05-09.08 4th European Promotion Cup for Junior 06-10.08 21st European Championship for Junior
used, please limit them to 12 or less. Women 2003 in Iceland Women 2004, Qualifying Round, Group E,
All manuscripts must be written in 06-10.08 21st European Championship for Junior Men Kopaonik, Serbia and Montenegro
English, transmitted by e-mail or faxed to the
Editorial Office listed above. 2004, Qualifying Round, Group A, Jambol, Bulgaria 07-16.08 22nd African Championship for Men 2003
The manuscript will become property of 06-10.08 21st European Championship for Junior in Alexandria, Egypt
the Publisher and the author will automati- Men 2004, Qualifying Round, Group C, 12-16.08 21st European Championship for Junior
cally be granted the rigths of publication, Chiavenna , Italy Women 2004, Qualifying Round, Group B in
without asking any fee now or in the future.
The Editorial Staff will decide if and when 06-10.08 21st European Championship for Junior Vila Real, Portugal
articles will be published. Men 2004, Qualifying Round, Group E, 13-17.08 21st European Championship for Junior
Prievidza, Slovak Republic Men 2004, Qualifying Round, Group D,
There is no guarantee that manuscripts will
be published, nor willl manuscripts be retur- 06-10.08 21st European Championship for Junior Kolasin, Serbia and Montenegro
ned. Men 2004, Qualifying Round, Group F, 13-17.08 21st European Championship for Junior
Haapsalu, Estonia Women 2004, Qualifying Round, Group D,
ACKNOWLEDGEMENTS
We would like to thank Corrado de Belvis, 06-10.08 21st European Championship for Junior Veliko Tarnovo, Bulgaria
Lisa Cavallini, Gerald Couzens, Raffaele Women 2004, Qualifying Round, Group A, 20-31.08 Panamerican Olympic Qualifying Tournament
Imbrogno and Emanuele Manzini for their Szolnok, Hungary for Men 2003 in San Juan, Puerto Rico
assistance.
We thank Mr. Ivano Ballarini, assistant 06-10.08 21st European Championship for Junior 26-30.08 4th European Promotion Cup for Junior
coach of the French Women’s National Women 2004, Qualifying Round, Group C, Men 2003 in Malta
team, for helping us on the article at page 29,
and EMS Company for the picture at page 57.

PAGE 4 | 03 2003 | FIBA ASSIST MAGAZINE

FIBAASSIST03_004-005 28-07-2003 10:10 Pagina 5

HOOP MARKET FIBA RESEARCH AND STUDY CENTRE

Two of the Top Offensive Plays: Outdoor Basketball Court Project 55
Learn the Systems from Video and Books 38 by Aldo Vitale
by Raffaele Imbrogno
DOCTORS, CONDITIONING
REFEREES, SCORER’S TABLE COACHES AND TRAINERS
AND COMMISSIONERS DOCTORS
Radial Shock Waves for the Treatment to the Lower
The Role of the FIBA National Referee Instructor 40 Limbs 57
by Alberto Garcia by François Tassery and Thierry Allaire
Communication 42
CONDITIONING COACHES
by Paul Loube
How to Improve Foot Speed 59
Right or Wrong? by Francesco Cuzzolin
Cases on New Rule Changes 2003 44
TRAINERS
The Officials Conference 45 Rehabilitation of the Anterior Cruciate Ligament 61
by Alison Muir by Mladen Maksic

SPORT MARKETING AND MINI-BASKETBALL, SCHOOL

MANAGEMENT GAMES AND ACTIVITIES
EXECUTIVES AND MARKETING MINI-BASKETBALL
Developing a Licensing Programme 47 Let’s Play Minibasket - Teaching or Coaching? 63
by Chris Protheroe by Carlos Pampanini
What Mark McCormack Would Suggest 49 SCHOOL GAMES AND ACTIVITIES
by William Sutton The “21” Game, the “Around the World” Game
and “The Triangle” Game 65
Running a Basketball Camp 51
by Kevin Pigott
FIBA ZONES, FEDERATIONS AND LEAGUES
The Structure of the Turkish Basketball Federation 53
by Emir Turam LETTERS TO THE EDITOR 66

SEPTEMBER OCTOBER 08-09.11 Central Board of FIBA, Alcobendas, Spain

01-04.09 17th Oceania Championship for Men 2003 in tba FIBA-Africa Clinic for Coaches, in People’s
Bendigo, Geelong, Melbourne, Australia Republic of Congo DECEMBER
05-14.09 33rd European Championship for Men 2003, tba FIBA-Africa Clinic for Commissioners in 17-18.12 FIBA-Africa Central Board in Maputo Mozambique
Boras, Lulea, Norrköping, Södertelje, Abidjan, Ivory Coast 19-27.12 18th African Championship for Women 2003,
Stockholm, Sweden tba FIBA-Asia Clinic for International Referee Mozambique
10-14.09 30th European Championship for Women Candidates in Malaysia 20-27.12 14th Asian Champion Cup for Men 2003 in
2005 Qualifying Round tba 13th South American Championship for Taipei, Chinese Taipei
12-14.09 12th Oceania Championship for Women Cadets, Colombia
2003 in Launceston, Davenport, Australia JANUARY 2004
NOVEMBER 13.01.04-19.01.04 20th Asian Championship for
19-28.09 29th European Championship for
tba FIBA-Asia Clinic for International Referee Women in Sendai, Japan
Women2003, Pyrgos, Amaliada, Patras,
Candidates in India 26.01.04 Draw for 28th Olympic Games in
Greece
tba FIBA-Asia Clinic for International Referee Athens, Greece
23.09-02.10 22nd Asian Championship for Men 2003,
Candidates in Nepal
Harbin, People’s Republic of China tba 5th Board of FIBA-Europe
24-28.09 Panamerican Olympic Qualifying tba FIBA-Africa Clinic for Coaches, Mozambique
Tournament for Women 2003, in Mexico City, tba FIBA-Africa Clinic for Coaches, Seychelles
The events noted in red qualify for the
Mexico Olympic Games in Athens 2004.
tba South American Championship for
Cadettes 2003 in Uruguay

FIBA ASSIST MAGAZINE | 03 2003 | PAGE 5

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FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

YOUTH LEVEL
PRE-SEASON
PRACTICE PLAN
by Andreas Pistiolis

For the past seven years, Andreas Pistiolis has coached the
youth level teams of Panathinaikos, a Division I team in
Athens, Greece. One of his former players is Antonis Fotsis, a
power forward who plays for Panathinaikos, and the Greek
National team.

1. INTRODUCTION
The workout suggestions I have to offer are geared for cadets,
players who are 14- and 15-years old. Due to the particular school
system we have in Greece, having two separate workouts a day
during preseason training is almost impossible. Therefore, all
aspects of this preseason period must be compressed into indivi-
dual training sessions that last from 2 to 2.5 hours.
It’s important to keep in mind that in Greece, when a player is fini-
shed with junior-level basketball competition, he must be ready to
go to the men’s team, which means there is no B team, as well as
no team between the junior level team and the men’s team.
Developing the important basic skills as a young player will help
him as he gets older. In Greece, a young man is either ready to
play with the men or he is not. Based on the practice time limita-
tions we have in Greece, I have created a daily training that looks
something like this:

1. Warm-up 15 minutes them how to play so that over time they can rise up to your higher
2. Main part expectations.
a. Basics 20 minutes 2. Try not to limit your players. Regardless of the position they
b. Team offense or defense 50 minutes play, they must be able to pass, dribble, and shoot without hesita-
3. Physical conditioning 25 minutes tion from anywhere on the court.
4. Cool down period 10 minutes 3. There is no place for dogma in basketball coaching. You must
be flexible, adjustable, and must keep an open mind.
When working at this young age level, one must keep in mind that
there is a vast talent difference between cadets and players on 2. PHYSICAL CONDITIONING.
the men’s team. I find it useful to keep the following in mind when This training period lasts about 8 to 10 weeks and it is during this
working with young players: important time that your players get in condition for the rest of the
1. It is not the team that must adjust to the coach, but the coach season. Your primary goals are to have your players achieve a
who must adjust to the young players. That means that someti- good level of aerobic (ability to run long distances) and anaerobic
mes the basketball played by these youngsters may not always (sprinting) conditioning, as well as increase their muscular
represent your basketball ideals and philosophy. They are lear- strength and explosiveness on the court.
ning to play the game and you must guide them along, teaching During a game, your player uses mainly the anaerobic mechani-
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sms, they sprint for short bursts, recuperate, and then sprint
again. That is the essence of basketball.
Some coaches concentrate only on the anaerobic aspects of trai-
ning and end up neglecting the aerobic development of their
players, the important ability to run for a long period of time.
Don’t forget that when a player has developed both his aerobic
and anaerobic capacity, he combines the two necessary ingre-
dients needed in a basketball player. Here is a training schedule
that will help you successfully combine aerobic and anaerobic
elements:

WEEK NUMBER SESSIONS AEROBIC ANAEROBIC

OF TRAINING
1 6 6 -
2 6 6 -
3 7 4 2
4 7 3 3
5 6 3 3
6 6 2 3
7 6 2 3
8 5 1 4
9 5 - 5
10 5 - -

The left column shows the training week, while the next column
details the number of training sessions for that particular week.
Some of these training sessions may not be used for aerobic or
anaerobic training; that depends on the fatigue level of the
players. The players may need a rest from all the training, or
they may have a friendly game approaching and you want them
refreshed and ready to play in order to see something from
them in the game.
The third column from the left refers to the number of aerobic
workouts for the week. As the weeks go by, the number of
these sessions declines. The fourth column details the anaero-
bic sessions, and as the weeks go by, the anaerobic workouts
increase. It’s best to alternate aerobic and anaerobic sessions
when they are both scheduled for the same week. Here is how
this can be done:

WEEK MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY SATURDAY SUNDAY

1 Aerobic Aerobic Aerobic Aerobic Aerobic Aerobic Off
2 Aerobic Aerobic Aerobic Aerobic Aerobic Aerobic Off
3 Aerobic Anaerobic Aerobic Anaerobic Aerobic Aerobic Basketb.only
4 Anaerobic Aerobic Anaerobic Aerobic Anaerobic Aerobic Basketb.only
5 Aerobic Anaerobic Aerobic Anaerobic Aerobic Anaerobic Friendly game
6 Anaerobic Aerobic Anaerobic Aerobic Anaerobic Basketball only Friendly game
7 Anaerobic Aerobic Anaerobic Aerobic Anaerobic Basketball only Friendly game
8 Anaerobic Anaerobic Aerobic Anaerobic Anaerobic Friendly game Friendly game
9 Anaerobic Anaerobic Friendly game Anaerobic Anaerobic Basketball only Friendly game
10 Basketball only Friendly game Basketball only Basketball only Basketball only Basketball only Official game

The highlighted practices are times which I consider to be good

opportunities to cut back on training intensity if you see that your
players aren’t able to keep up with the program as expected.

BUILDING STRENGTH
The second factor that must be developed and enhanced
during this preseason period is strength. Basketball is really not
a “non-contact” sport and the development of a powerful upper
body is important for young basketball players, as is the need for
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COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

leg training. Before you begin a weight-training session, it’s make himself available for a pass, so he can then shoot or drive to
important that they all learn how to use the weights safely. There the basket. Every player needs to be taught this basic offensive skill.
are three steps that must be taken: Keep in mind, however, that while your players are learning how to
▼ You must teach each player the specific technique involved in do this in a game situation, you might lose some games. That is why,
each exercise. when you are planning your offense you are also planning what
▼ You must perform a test for each player in order to determine how kind of coach you will be. Setting your goal as winning as much as
much weight he can safely lift for each particular exercise. Usually possible is the easy path; the skill development of the players that
the maximum weight lifted should be no more than 70 percent of the will ultimately suffer if you only concentrate on winning. If you do
player’s bodyweight. choose to work on player skills, understand that you will need a lot
▼ A program of isometric leg exercises should be started. This will of patience. Many people, the players included, may not under-
not have any positive result in the athletic performance of your stand what you are trying to do and will expect immediate results.
players but I find that these exercises offer an excellent way to cut When designing an offense, I prefer to use continuous motions that
down on basketball-related injuries, especially knee injuries. It provide my players with plenty of 1-on-1 opportunities. There are
would be wise to introduce these exercises during the first week of two ways to teach your offense depending on what you want to
training. These exercises should be continued for the second week emphasize. If you prefer 5-on-5 situations to take advantage of a
good mismatch, you must start by teaching your main motion or
by any player that has a tendency to knee injuries.
play, then your fast break, followed by the transition game.
If you wish to emphasize the fast break, you need to first teach that,
3. TEAM OFFENSE
followed by the transition offense, and then the main play or motion.
When you are planning the offensive strategy of your team, keep in
The way you chose teaching it is all the same. Let’s say you want to
mind that your goals are not only to win games but also to improve
teach a play. First you work 5-on-0, then break it apart and work the
the skill levels of your players. Most young players look at winning
basic parts separately. If, for example, the play is using a UCLA cut
as the priority, but for the coach of young players, your goals is to
and then a pick. You would first teach the entire play, followed by
have players improve in all levels of the game.
the UCLA cut against no defense, then against a passive defense,
For example, if you are using a particular play that gets your player
and then against an active defense.
free by using screens, the player might score a lot of points and win
You would follow the same procedure with the pick, running the
a few games because of his offensive abilities. However, if that
entire play against a passive and then an active defense. The same
player finds himself in a situation where he doesn’t get screens, he
learning steps are used when teaching the fast break and transition
may not know what to do with a defender on him. As a coach, your
offense.
job is to then teach the player how to get free of the defense and
It’s important that your team understands how to play a particu-
lar offense before you begin teaching defense. The criteria I use
in deciding whether my team is ready for their first friendly game
is based on the progress they are making on offense in practice.
Keep in mind that once you start playing games, you will alter
your physical conditioning schedule, so you must not be hasty. In
general, your team should be ready to play another team by the
fourth week of training. We usually try to play the first game
against a weaker opponent. Sometimes you will find that it is bet-
ter to play against an opponent of equal skills. In that case, deci-
de beforehand with the other coach on the kind of defense that
will be used, or any other details that you think will be helpful in

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order to achieve certain results with your team. go past the backboard and
D.2
Once your team is on the court and playing the game, don’t try to fix rebounds any missed shot.
everything at once, or you will not fix anything. Aim your coaching If/when X2 gets ahead of 2 on
focus on one particular aspect of the offense at a time and try to sprint, all basic one-on-one
make improvements as the game progresses. defensive principles apply.
Last but not least are the basics of the game. Teaching and fine 1 and X1 switch from offence to
tuning the basics is going to be your most important task throughout defence for return trip down
the season, so during preseason training you are allowed to neglect opposite side of court. Be sure
them just a little. It’s important that you leave plenty of time for shoo- to flop sides on this drill so that it
ting practice. Dribbling and passing drills, however, can be merged can be practiced from both the
with physical conditioning exercises. right and left sides of the court.

4. TEAM DEFENSE. Teaching Drill: “Loose Ball.”

Defense is one of the most important weapons a coach can have in Players form two lines under
his arsenal. Defense can win games for you, even against a more the basket. The coach, stan-
talented and physically superior adversary. Learning to play good ding under the basket, rolls the
defense helps build character in your players. Offense is basically a ball out on court. The first
matter of talent; sometimes a player has a bad day on the court player in each line then chases
when many of his shots don’t go in. With defense, however, there is and dives after the loose ball.
no such thing as a bad day. Defense is all about determination and The coach should start out
athleticism. A basketball player has to be willing to bend over, guard with short rolls and increase the distance as the players deve-
his man, and do everything he can to keep him from scoring. For this lop their skills (diagr. 2).
reason I like to teach the full court press and I use it often during a
game. 1-on-1 variation. The player D.3
Team defense must be worked on after your players have learned who gets the ball first imme-
the team offense, otherwise you will have difficulties. Personal diately goes on offense and
defense, however, and defensive technique can be combined with begins one-on-one play.
some physical conditioning exercises. When you are ready to start
working your defensive philosophy, you have to start from the bot- Teaching Drill: “Out of bounds
tom with the basics, including the proper defensive stance and sli- save.” Players assemble near mid
ding, and then work your way up to team defense. court. The coach bounces the ball
Team defense includes man-to-man, weak side, and playing again- out of bounds and the first player
st screens. As soon as you have completed individual defense, it is in the line runs after the ball, trying
time to incorporate your defensive transition. These exercises are to keep it in play. The player saves
best performed in conjunction with your team offense. When the ball to the coach, recovers,
working on defense, I also like to work on rebounding drills and dead and then cuts to basket, receiving
ball situations at the same time. The reason I do this is because, as a return pass from the coach for a
with defense, it’s not a matter of talent that makes you a good player shot. The coach varies the tosses-
but a willingness to work hard high bounces, low bounces, diffe-
and help achieve team goals. rent angles, and tosses to diffe-
D.1 rent areas of the court (diagr. 3).
5. DRILLS
Here are some drills that are Transition Drill: This is a good drill for teaching defensive tran-
useful during pre-season sition and physical conditioning.
training: The players set up on the
Teaching Drill: “Wolf”. This is court as in the diagram 4. The D.4
a one-on-one full court drill. It first pair starts by passing the
is a great offensive drill for ball three times and then the
practicing lay-ups at high player on the outside lane pas-
speeds. You will also find that ses to the corner. From the cor-
it’s a great physical conditio- ner, the player passes to the
ner as well (diagr.1). player on the inside lane, who
then shoots the ball. The corner
Offensive player 1 starts on player takes the rebound and
the sideline free-throw line passes it to the other corner
extended. Defensive player X1 player. The ball then moves from
is out of bounds on the baseli- there to the center and from
ne with the ball. X1 passes the there to the last player. The
ball ahead to 2, who in turns shooter runs back and tries to
drives hard to the basket for stop the ball before it reaches
lay-up. 1 drives the length of the court for lay-up shot. X2 pur- the last player. If he doesn’t
sues 2 in an attempt to pressure or block 2’s shot. make it, he tries to stop him from
X2 tries to block the shot low using the near hand. X2 must not making the basket (diagr. 4).

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FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

by Steve Smith

Steve Smith is one of the best high school

coach in Unites States. He was named
National Coach of the Year twice. He coa-
ches Oak Hill Academy and the Warriors
have been crowned National High School
Champions three times. Fourteen of his
players went on to play in the NBA, and
among them Ron Mercer of the Indiana
Pacers and Jerry Stackhouse of the
Washington Wizards (and many of his
players are playing in foreign countries).
Also Syracuse University Carmelo Anthony,
the MVP of this year NCAA Final, is a former
player from Oak Hill Academy.

In preparing to attack zone defenses, there

are several fundamentals a team must learn
if it’s to have consistent success.

These areas of instructions are:

1. Use of different screening
techniques;
2. Obtaining penetration
by dribbling and passing;
3. Frequent ball reversal to expand
the zone horizontally;
4. Use of the skip pass;
5. Use of the 3-point shot
as a weapon.

In keeping with these principles, we have

developed a series of rules for our zone
attack. They’re broken down into two cate-
gories: post player rules and perimeter player
rules.

BASIC ALIGNMENT
While there is nothing earthshaking about
the way we set up (diagr. 1), we do have
some guidelines for each player entering into
the offense.

1-4 AGAINST
THE ZONE
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FIBA EUROPE

D.1 D.4

D.2 D.5

D.3 D.6

Player 1 is the primary ballhandler. a reaction to the movement of the ball.

We want him to always set up in a seam and
to start the offense fairly high on the floor to RULES FOR THE POST PLAYERS
expand the zone vertically. 1. Anytime one post player receives the ball,
the other post player dives across the lane to
Players 2 and 3 are the wings - good perime- the opposite block.
ter shooters. This can happen when both post players are
We want them to start at least one step above at the high post or when they’re in a high low
the free-throw line extended, and to face in set (diagr. 2, 3 and 4).
such a way as to be able to see the defense The cut should be made on eye contact
with their peripheral vision. between the two players.

Players 4 and 5 are the post players. 2. Anytime the ball is passed from the wing to
We like them to start at the corners of the the top of the key, the high post down-
free-throw lane, facing each other. Their screens for the low post (diagr. 5).
objective is to screen the defensive guard or The screen should be made on the middle
to seal the guard to the outside in order to defender in the zone. For proper timing, the
receive a post entry pass from the 1 man. low post should pivot on the baseline foot
toward the baseline, then cross over through
This alignment allows for two things: the screen into the broken-circle area.
1. you have four options to start your
offense. 3. Anytime the ball is reversed by the way of
2. It moves the zone up the floor vertically, a skip pass, the post players should criss-
which creates larger seams. cross (diagr. 6), the high post player cutting
first.
Once the principles of the basic alignment
are covered, everything else in the offense is 4. On dribble penetration to the corner of the

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FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

D.7

free-throw lane, the high post steps out

beyond the 3-point line and the low post
attempts to pin and seal on the block (diagr.
7).

5. On dribble penetration to the baseline, the

low-post player should inside-pivot and seal
the defender as the high-post player dives to
the weakside block (diagr. 8).

6. When receiving the ball, high-post players

should catch and inside-pivot (the James
Worthy, and Jack Sikma, the two great for-
mer NBA players, footwork) and face the
basket.
Low-post players should catch, chin and look
over the high-side shoulder.

RULES FOR PERIMETER PLAYERS

1. Anytime penetration is made toward the
baseline (either by dribbling or feeding the
post), all perimeter players rotate in a step-
slide technique toward the ballside baseline
(diagr. 9).

2. Anytime penetration is made toward the

corner of the free-throw lane (middle of the
court), all perimeter players step-slide
toward the weakside baseline (diagr. 10).

3. Anytime penetration is made from the top

of the key (by dribble or pass), wing player
step-slide to the corners or behind the pene-
trator (diagr. 11), depending on the type of
zone. On pass penetration, the point player
slides opposite the direction of the post
player.

4. Against an odd-guard front, the point guard

always plays in the blind side of the defensi-
ve guard.

5. Do not pass back to the same side unless

the point player dribbles or fakes across the
midline of the court.

6. Option: Anytime the ball is passed from the

point to the wing, the passer screens away
or exchanges with the opposite wing, depen-
ding on where the defensive off-guard plays.
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D.8

D.9

D.10

D.11

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FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

by Muly Katzurin

For the past two years Muly Katzurin, who

is the head coach of the Senior National
team, has also been in charge of the all the
Youth Men’s National teams of Israel. The
next season he will coach Slask Wroclaw,
the Polish Division I team.

A basic offensive set is created by putting

together two and three-man plays. Just as
you need to learn the letters of the alpha-
bet before being able to read, players first
must learn and practice all the necessary
offensive skills. These include moving
without the ball (which is now a lost art, as
evidenced after watching many NBA
games), passing, dribbling, and shooting.
In addition, players must be able to read
the various defensive situations and react
to the moves of the defense.

In this article we will talk on the three-man

plays. As part of their offense, every team
has a pick-and-roll play, which is currently
the most-used offensive weapon in the
NBA. The best practitioners of this play
were the All-Star tandem of John Stockton
and Karl Malone, the former point guard
and power forward of the Utah Jazz, who
will play next season with the Los Angeles
Lakers. They worked this offensive move to
near perfection after more than a decade
of playing together in Utah.
The pick-and-roll usually involves a small
and big player, but it can also be performed
by two guards or two forwards. Let’s exa-
mine the different types of pick-and-roll
situations.

LATERAL PICK-AND-ROLL
1 passes to 2 and 1 receives a back screen
from 5 (diagr. 1). 1 cuts in the lane and goes
to the weakside of the court.

BASIC THREE-MAN
PLAYS
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5 comes out of the corner of the free- D.1 D.4

throw lane and makes a lateral screen on
2.2 dribbles off the screen and pass to 5,
who rolls to the basket after the screen
(diagr. 2).

Another option is to have 1, who comes

back after the cut, make a back screen
(screen the screener) on 5. 5 then recei-
ves the ball from 2 (diagr. 3).
Here’s yet another option after the screen
for 1: 5 makes the lateral screen and,
instead of rolling to the basket, pops out D.2 D.5
and receives the ball for a jump shot
(diagr. 4).

LOW POST PICK-AND-ROLL

Let’s now review the action with the cen-
ter in the low post position. 1 passes to 2,
receives a back screen from 5 and cuts to
the basket, going to the weak side (diagr.
5).

After the screen for 1, 5 screens on the ball

for 2, then rolls to the basket and receives D.3
the ball from 2 (diagr. 6). D.6

MIDDLE PICK-AND-ROLL
4 and 5 are in the low-post position. 5
comes up high in the middle of the court
and sets a screen for 1, who, before recei-
ving the screen, dribbles away from the
screen, then comes back and receives the
screen (diagr. 7).

5, after the screen, rolls to the basket,

while 4 simultaneously comes up outside
of the lane (diagr. 8).

1 passes to 4 and 4 passes to 5 in the lane

(diagr. 9). This pass from the high to the low
post is very difficult for the defense to stop.

SCREEN THE SCREENER

1 passes to 2, 3 comes out of the lane and
sets a screen for 1. 1 can cut or post up in
the low post area and receive the ball from
2 (diagr. 10).

Another option is to have 1 come up and

set a back screen for 3. 3 cuts and receives
the ball from 2 (diagr. 11).

Another option is a screen from 3 for 2,

who comes up and receives the ball from 1.
1 can also pass to 3, who goes in the low
post position after the screen (diagr. 12).

SCREEN AND SKIP PASS

1 dribbles toward 2. 3 comes out of the lane
and screens for 2. 2 cuts diagonally and
goes to the opposite side of the court
(diagr. 13).
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FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

1 makes a skip pass to 2, from one side of

D.7 D.12 the court to the other (diagr. 14).

DIAGONAL SCREEN
With the ball on the wing in the hands of 1,
2, comes from the low post and makes a
diagonal screen for 3, who goes in the low-
post position.
After the pick, 2 goes to the high-post posi-
tion (diagr. 15).

1 can pass the ball to 3 in the low post, or

to 2, who can then pass to 3, who has cut
D.8 D.13 in the lane (diagr. 16).

CUT TO THE WEAK SIDE AND BASELINE SCREEN

1 passes to 2 and 2 to 3, who is in the low-
post area.
After the pass, 2 cuts near 3 for a return
pass and, if he doesn’t get a pass, goes to
low post on the weak side of the court
(diagr. 17).

3 passes back the ball to 1, who dribbles

towards the other side of the court. At the
D.9 D.14 same time, 2 makes a baseline pick for 3, who
can now receive a pass from 1 (diagr. 18).

X CUTS AND SCREEN

3 is in the free-throw lane, while 1 and 2
are in the guard positions. 1 passes the ball
to 3, cuts to his right and makes a screen
for 2, who cuts to his left. Both cutters go
on to the low-post position (diagr. 19).

3 passes to 1. 2 fakes to cut near the base-

line, receives a vertical screen from 3, and
D.10 D.15 comes up high (diagr. 20).

1 can either pass to 2 at the free-throw

lane, or to 3, who is near the basket (diagr.
21).

BASELINE PICK AND CURL

2 and 3 are in the low-post positions. 2 cuts
in the lane and receives a pick from 3. 1
passes to 3 (diagr. 22).
If the defensive player follows 2 outside, 2
can curl around 3, cut back in the lane, and
D.11 D.16 receive a pass from 1 (diagr. 23).

TWO SCREENS
2 is in the low-post position on the ball
side. 1, with the ball in the wing position,
receives a screen from 3 and dribbles to
the middle. Immediately after the screen, 3
screens 2, who pops out. After the screen,
3 goes in the low-post area (diagr. 24).

1 can pass to 2 for the shot. If 2 cannot

shoot, or if he sees that 3 is free or in a bet-
ter scoring position, he can pass him the
ball (diagr. 25).
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D.17 D.18 D.19

D.20 D.22

D.21

D.23

D.24

D.25

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FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

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RUSSIAN by Valery Lunichkin

WOMEN’S
YOUTH Valery Lunichkin is the Russian Basketball
Federation Coaches Council Chairman and
Head Coach of the Olympic Youth Training
Center.
Former head coach of the Russian Senior

PROGRAM
Women’s National teams, he won two
European Championships (1978 and 1989) and
one Olympic Games (1980).
With the Junior national team he won three
European Championships (1986, 1988, and
2000), while with the Young Women’s team he
won a silver Medal at the 2002 European
Championship. He was lecturer at many
international coaches clinics.

The Russian Women’s Youth Basketball

Program is designed to teach two important
aspects, one is the organizational skills and
the other focusing on the technical skills. We
achieve these aims in the following manner.

1. Specialized training camps for young

players are organized:
▼ Specialized “big man” camps
are organized.
▼ Special attention is devoted to each
position, shooting guard, point guard,
power forward, small forward, and
center.
▼ Special attention is given to one
aspect of the game, such as defense.

2. Competitions are arranged:

▼ School-level competitions
▼ Regional competitions
▼ Youth Basketball League competitions

3. National Teams:
▼ Cadets & Cadettes
▼ Junior Men & Women
▼ Young Men & Women

To have our players progress in a logical

fashion, we follow these important steps:
▼ Optimal intensification
▼ Athletic conditioning for years to last

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FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL

▼ Variable tactical preparation

▼ Uninterrupted playing preparation
▼ Step-by-step individualization

OPTIMAL INTENSIFICATION
Intensification is now a major trend in modern
sport training. It is used in basketball to:
▼ increase the player’s movements per
time unit
▼ decrease the time interval needed
to perform certain technical
movements
▼ increase the speed and velocity
of tactical interactions

In order to increase the skills and physical

conditioning of our young female basketball
players, we use the following methods:
▼ Young players 9-12 years old: The
intensification of performance
through special exercises that will
prepare them to play and compete.
▼ Young players 13-15 years old:
Intensify exercises and drills and
decrease the work volume.
▼ Young players 16-17 years old and
young women 18-20 years old:
The intensification of practicing with
a special program.

LONG-TERM ATHLETIC PREPARATION

The athletic conditioning of young women’s
players is a decisive factor in helping to crea-
te talented senior players years later.
This only comes after long-term athletic refi-
nement.
Within the category 9-12 years old players,
athletic conditioning is a complex one, with
all physical skills being trained at the same
time.
Games involving movement, running, gymna-
stics, and acrobatics are used to reach our
aims.
At the 13-15 years old level, conditioning is
slightly different, with emphasis placed on
specific physical qualities, and more training
time is spent on enhancing a player’s weaker
physical skills.
At this stage strength-training exercises are
introduced, using light weights to help build
upper-body and leg strength.
At the 16-17 and 18-20 years old levels, condi-
tioning is geared specifically towards on-
court improvement.
Sprinting and distance running exercises are
used to develop optimal cardiovascular
strength.
Weight-training exercises are introduced to
develop quick, explosive power.

VARIABLE TACTICAL PREPARATION

To increase the level of tactical preparedness

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we work on the development of indivi-

dual skills and the improvements in
team play.
Here are the specific aims for various
age groups:
▼ Young players 9-12 years old:
Improving the motor
components of reactions and
the shortening of reaction time
with special games of
movements.
▼ Young players13-15 years old:
Developing the operative mind
with special creative games
and algorithmic tasks, and
working on team tactics.
▼ Young players 16-17 years old
and 18-20 years old: Improving
the tactical mind with specific
practice sessions.

UNINTERRUPTED PLAYING PREPARATION

In the learning process the modern
psychophysiology says that one of the
most important aspects is that “the
game is a natural need of the child’s
body”.
What we call the “uninterrupted
playing preparation” is based upon the
ries it’s very important to keep a good positions) and the individual
method of playing and competing and
competitive level. approach working on the
the method of changing conditions on
tactical and technical drills. shortcomings.
IMPROVING PLAYERS INDIVIDUAL SKILLS
For young players 9 to 12 years old the
“Individualization” is the work for impro- ▼ Young players 16-17 years old
use of games for learning is accented.
ving the individual skills, based on indivi- and young women 18-20 years
Games of movements and relay-races
dual characteristics. We follow these old: The very accurate
are permanently included into the trai-
methods for reaching the aim: individualization by working on
ning process.
▼ Young players 9-12 years old: defining their best sport skills
For young players 13 - 15 years old dril-
ls where they play are regularly used The individualization of the and on improving their less
and we change the conditions of the learning process by skilled characteristics.
drills and the practice. implementing the technical
For young players 16-17 and young and tactical basketball In the training and learning work this
women 18-20 years old we run syste- fundamentals. type of individualization is implemented
matically mini tournaments (1 on 1, 2 ▼ Young players 13-15 years old: through the special highly individual
on 2, 3 on 3) in all the stages of work. The individualization at group exercises, always using the pedagogi-
Also, for these last two ages catego- level (the players are divided by cal criteria.

PREPARATION’S ASPECTS TO BE EMPHASIZED

AGE/TYPE ATHLETIC CONDITIONING TECHNICAL ASPECTS TACTICAL ASPECTS
OF PREPARATION

9-12 All basic aspects Introduction to basic basketball skills Individual tactics & simplest
group interactions

13-15 Differential, taking care Complex, coordinated Group interactions & team
also of the motor qualities’ movements tactics fundamentals
evolution and specialization by positions

16-17 & 18-20 Specialized, working Work on improving the fundamentals Team tactics based on the play
on the best skills on game situations of the opponents

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FIBA EUROPE
COACHES - OFFENSE

THE KENTUCKY
MAN-TO-MAN PLAY “40”
ball for 1. At the same time, 3 screens for 2 (diagr. 2).
After the screen of 3, 2 comes up and receives another
screen from 4 (staggered screen). 2 can receive the ball
from 1 and look for a jumpshot (diagr. 3). Other options:
▼ 1 can pass to 5, who rolls to the basket
by Tubby Smith after the screen on the ball
▼ 2 can pass to 3, who popped out on the wing
after the screen
Orlando “Tubby” Smith has coached at the University of ▼ 2 can pass to 4, who rolled to the basket
Tulsa and the University of Georgia. He has been the head after the screen for 2
coach at the University of Kentucky since 1997. Coach
Smith guided the Kentucky Wildcats to the NCAA title in “41”
his first season. In 2000, he was assistant coach of the US 1 passes to the wing 2 and makes a “UCLA” cut to the
Men’s National Team, which won the gold medal at the post and then establishes low post position (diagr. 4).
Sydney Olympic Games. Smith, who was selected as 2 passes to 5, who has stepped out of the lane, and 5
Coach of the Year in 1998 and in 2003, has won more than
70 percent of the games he has coached.

Basketball is more than a sport at the University of

Kentucky. It was, and is, a big part of life for everybody
who works and attends the University, and it’ a big part of
life for all the citizens of Kentucky. Kentucky was the
home of legendary coach, Adolph “Baron” Rupp, for
whom our 23,000-seat arena is named. Coach Rupp coa-
ched at UK for 42 seasons, winning four NCAA
Championships during his tenure. When you step on the D.1
UK court for a practice or a game you have the special
feeling of being part of one of the top basketball pro-
grams in the U.S. The banners that hang from the rafters
of Rupp Arena celebrate the seven NCAA championshi-
ps. They are there as a constant reminder of Kentucky’s
100 years of storied basketball history and what it means
to coach and play for the University of Kentucky. I would
like to explain one of our sets that we call the “40
Series.” This is a series of plays against the man-to-man
defense we use to get a quick hitter on the perimeter, as
well as post up opportunities for both our guards and
inside players. The beauty of these plays is that when we D.2
see there are defensive mismatches, the “40 Series”
allows us to quickly exploit the defensive weakness.

“40”
The initial set is a one-four, with two high posts, 4 and 5,
positioned at the corners of the free-throw lane, two
wings, 2 and 3, and a point guard, 1. 1 starts the play, pas-
sing the ball to one of the two posts, 5 in this case. As
soon as 5 receives the ball, 2 fakes to go towards the ball
and then makes a backdoor cut to receive the ball from 5
(diagr. 1). If 2 does not receive the ball, he continues the D.4
cut and goes to the weakside block. 1 cuts around 5 and D.3
receives a hand-off pass from 5. 5 then screens on the

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D.7 D.10 D.13

D.8 D.11 D.14

D.9 D.12 D.15

D.16

reverses the ball to 4 (diagr. 5).

3 frees himself and gets the ball from 4. 1 sets a flex-
screen for 2, and then 1 receives a staggered screen, the
first one by 5, and the second one by 4.
Options: 3 can pass to 2, who has cut in the lane to the
ball-side block, or to 1, who came out of the staggered
screen, or to 4 or 5, who opened up toward the ball after
the screen (diagr. 6).

“42”
D.5 D.6 1 dribbles toward the wing 2, and 2 cuts in the lane, while
3 goes low near the basket. 5 shows his hands to ask for

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FIBA EUROPE
COACHES - OFFENSE

the ball and freezes his defender (diagr. 7).

D.22
2 sets a cross-screen for 3. 3 initially looks for a quick post-
up, and then pops out to the corner. 1 can pass to 3 in the
low post (diagr. 8). 4 and 5 set a double screen for 2 (screen
the screener), who comes out in the free-throw lane area
and receives a pass from 1 and looks for the jumpshot. After
the double screen, 4 and 5 “X” cross and go to the opposi-
te low post positions. 1 can also pass the ball to the low post
on his side, 4, in this case (diagr. 9).
D.17
Note: If there is strong pressure on the ball, 1 can also “rub”
his defensive player off a screen set by 4 or 5 before star-
ting the play.
D.23
“43”
This is the same play as “42,” but made on the opposite side
for 3 (diagr. 10, 11, and 12).

“42” PINCH
5 sets a ball screen for 1, who dribbles toward 2. 2 cuts in
the lane and screens for 3, as in the previous play (diagr. 13).
4 and 5 set a double screen for 2. 2, in this play, does not rub
around the screen, but cuts in the middle of 4 and 5, who D.18
screen the defensive player of 2. 1 passes to 2, who looks
for the jumpshot. (diagr. 14). D.24

“43” PINCH
This is the same play as “42” Pinch, but run on the opposi-
te side for 3 (diagr. 15 and 16).
“44”
1 rubs around 5’s screen and dribbles toward 2. 2 cuts in the
lane and sets a back screen for 4, who goes in the low post
area. 5, after the screen for 1, sets a down screen for 2 D.19
(screen the screener). 2 comes off the screen and receives
the ball from 1. 1 can also pass to 4, in the low post area, or D.25
to 5, who rolls to the ball after the screen (diagr. 17).
“45”
This is the is the same play as “44,” but run on the opposite
side for 3 (diagr. 18).
“46”
1 rubs on 5’s screen and dribbles toward the wing. 3 cuts in
the lane and sets the first back screen for 4. 2 then sets
another back screen for 4 (staggered back screen). After D.20

the screens, 4 goes on the low post area looking for the
post-up (diagr. 19).
3 then quickly clears out to the wing and 5 sets a down
screen for 2 (screen the screener). After the screen, 5 pops
out and goes to the left corner of the lane. 1 can pass to 4 in
the low post, to 2, or to 5 (diagr. 20).
“47”
This is the same play as “46,” but run on the other side of
the court for 5 (diagr. 21 and 22).
D.21 D.26
“48”
1 rubs off the screen of 5, and dribbles toward the wing 2. 2
cuts in the lane and sets a cross screen for 3, who cuts and
goes in the wing position (diagr. 23). 2 continues the cut and
sets a back screen, first for 4, then back-screens for 5. 1
tries to make a lob pass to 4 or 5 (diagr. 24).
“49”
This is the same play as “48,”, but run on the other side of
the court (diagr. 25 and 26).
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FIBA EUROPE
COACHES - OFFENSE

Javier Imbroda coached last season Real

Madrid, Spanish Division I team. Coach of
the Year in 1995 and 1999, he was also head
coach at Division I teams in Malaga and
Caja San Fernando. Assistant coach of the
EARLY AND
SECONDARY
Senior Spanish national team from 1995 to
2000, in 2001-2002 he was head coach of
the National team. At the 1992 Olympic
Games, he was assistant coach of the
Lithuanian National team.

SUMMARY
I. Introduction
II. Philosophy
III. The players skills
IV. How the fastbreak is run and the drills to
FASTBREAK by Javier Imbroda

develop it
V. Preserving the fastbreak

I. INTRODUCTION
If we would conduct a survey among all
coaches, players, and fans, I’m certain that
a vast majority would characterize themsel-
ves as lovers of the fastbreak. If the survey
is taken before a season starts, I am con-
vinced that all coaches would say that they
want to play a fastbreak style game.
Basketball is synonymous with speed and
lively play, a fundamental aspect of our
sport. It is something we should enhance
whenever possible because it is so popular
with spectators. Before the implementation
of four quarters and the 24-second shot
clock, the fastbreak was like an endange-
red species. Teams played control basket-
ball and slowed the tempo excessively.
Fastbreaks were rare, if at all. This led to a
game that was both slow and boring.
The new rule changes helped the game
become more dynamic and led to a reco-
very of part of its speed. The all-out full- D.1
speed game has still not been fully attained.
Here’s why. The biggest enemy of the fast-
break is the “tactic foul”, a penalty taken
that’s not a flagrant foul, but still sufficient
enough to keep the fastbreak from develo- would definitely lose most of its sparkle and
ping. This type of foul inevitably harms the liveliness.
game. Although it can’t be considered as a
type of defensive strategy, it doesn’t allow a 2. The players like it
good offensive play to develop. In my opi- When asked what style of play they prefer,
nion, such a foul should be penalized in a players will tell you that they like to run fast-
different way in order to try to banish it com- break on every possible occasion.
pletely from the game. This would allow the
fastbreak to develop for the sake of the 3. Easy baskets D.2
teams and the fans. This will be described The fastbreak entails a higher offensive and
more fully in the last point of my article. defensive intensity. All the five players can
be involved on the fastbreak and each one
II. PHILOSOPHY can score easy baskets.
1. It pleases the fans
All fans like to watch a maximum number of 4. Risky style of play
high-speed plays during a game. We can The fastbreak has its disadvantages, prima-
agree that the controlled game is often rily a greater possibility of turnovers. When
more effective but we can also agree that if you increase the speed of the game, you
only that type of style were played the game also run the risk of losing control at times,
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FIBA EUROPE
COACHES - OFFENSE

D.3

D.4

and the players can make more turnovers. For team at higher risk in terms of confusion
this reason some coaches are afraid to use and/or turnovers.
the fastbreak as a style of play. In any case, this can all be worked out in
detailed training sessions.
III. THE PLAYERS SKILLS
The athletic and technical skills of the players IV. HOW THE FASTBREAK IS RUN
have greatly improved over the years, thanks AND THE DRILLS TO DEVELOP IT D.5
to the evolution of the game and the increased When talking about fastbreak, what do
effort that is put in training and conditioning. players like the best? Without a doubt, it’s the
This has allowed the traditional fastbreak finalization of the break with a lay-up, a short
(orchestrated by the playmaker) to improve as jump shot, or a dunk. However, the most
well, resulting in a faster game with more sco- important part of the break is the outlet pass.
ring possibilities. How it is made is usually a good indicator of
With more athletic players, a power forward how the play will eventually end.
who gets a rebound now has the possibility of
dribbling and leading the fastbreak by himself, EARLY FASTBREAK
without giving the first pass to a teammate. Construction of the fastbreak:
This leaves the playmaker to fill in the lane on 1. Different situations
one of the wings. In truth, this is not all that 2. Making the first pass D.6
common, but with our talented big men, it’s a 3. “Winning” the spaces
possibility. I have had the opportunity to coach 4. Development: filling the lanes
a few highly-talented power forwards-the last 5. Finalization: different options
one being Pau Gasol, now in the NBA, with the
capability of rebounding and leading the fast- 1. Different situations
break. The same goes for some shooting I like to build the fastbreak from different situa-
guards and small forwards. tion, such as after a defensive rebound, after a
When you have the talent, you should allow steal, after scoring an action basket, or after a
players other than the playmakers to lead and free-throw, hopefully developing a fastbreak
run the fastbreak. This does not leave the with the advantage of 2 on 1 or 3 on 2.
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2. Making the first pass order to run the break with a certain disci-
Even though the end of the fastbreak is the pline. You can switch the order of the
most enjoyable part, the most crucial part is players to force them to find their proper
the beginning. It starts with a rebound, the lane.
all-important first pass, acceleration, filling ▼ Diagr. 9: All players face the coach, who
the lanes, and a drive to the basket. In order passes the ball to 3, who leads the fast-
to become a team that runs the fastbreak break as the rest of the players find their
successfully, it is critical that your players proper lanes. This is a way of preparing
master each of these key aspects. your team to run what I call an “open fast-
I like to use a series of drills that help per- break.” This allows the team to take advan-
fect the first pass and accelerate the fast-
tage of any possible situation so that our
break:
players run the fastbreak, enjoy the game,
▼ Diagr. 1: In 2 on 0, after the rebound, the
D.7 and improve their skills.
aim is to move to open the passing lanes.
In this series of drills, three specific con-
After the reception of the first pass, players cepts must be considered:
switch to high-speed running. a) Using a partially deflated basketball in
▼ Diagr. 2: It’s exactly the same situation, some of these drills during the first weeks of
but this time it’s 3 on 0 after the first pass, practice allows players to concentrate on
with the players filling the lanes. passing rather than dribbling.
▼ Diagr. 3: Again, it’s exactly the same b) The first trailer should run ahead of the
situation, but in this instance imagine that ball any time he can.
your playmaker is overplayed and, therefo- c) Who stays behind to prevent a fast-
re, he’s denied first pass. The center, after break? If, during the fastbreak, a player
taking a couple of dribbles, moves to the commits a turnover, or the opposing team in
side in order to get free and makes the first D.8 - bounds immediately in order to run their
pass on the dribble. This way, the play- own fastbreak, your players have to be pre-
maker doesn’t have to go behind the center pared to the defensive transition. 5 (who is
D.9 usually the slowest player) has to be ready
for an hand-off pass, losing so his position
and the fastbreak advantage. to switch to protect our basket at mid-court,
▼ Diagr. 4: It’s the same situation, again with
while his teammates are trying to score on
the defender overplaying the first pass. This the early fastbreak.
forces the receivers to work hard in order
5. Finalization: different situations
create a passing lane.
▼ Diagr. 10, 11, and 12: We can see different
▼ Diagr. 5: The difficulty is increased as two
finalizations where we will reward our first
defenders choose whom they want to
trailer whenever he runs ahead of the ball.
defend. It’s then up to the rebounder to read
▼ Diagr. 10: Finalization with a lay-up.
the situation and choose whether he makes
▼ Diagr. 11: Same finalization, but with a
the first pass. If he sees that the receivers
D.10
previous cut of the forwards.
are overplayed, he can drive the ball, as in
▼ Diagr. 12: The trailer changes direction
diagr. 3.
with a big step in order to receive a pass
3. “Winning” the spaces and score.
Where do we make the first pass?
SECONDARY FASTBREAK
▼ Diagr. 6: The pass can be made to diffe-
We start to talk now a series of finalizations
rent positions, depending on the abilities
that pertain to what we call “the secondary
and the skills of the players. fastbreak.”
There are some teams that need all its
▼ Diagr. 13: The wing with the ball gets
players to box-out in order to get the defen-
the ball inside and then, from inside, we
sive rebounds. Their athletic skills don’t
allow for any possible relaxation. In this swing the ball. At the same time, both big
D.11
case, it is position 1 where the first pass will men try to improve their positions by cut-
be thrown. ting in order to receive a pass in the low
Other teams can get an advantage by recei- post. 4 looks for the ball again and 5 cuts
ving the ball farther upcourt. Thanks to their from the 3-point line to the weak side.
skills, they can receive the first pass in posi- The outside players continue to maintain
tions 2 and 3. “Winning” these spaces their spaces.
allows you to improve your possibilities of ▼ Diagr. 14: We are trying to make a pass
beating the defense. in the low post. If we can’t pass the ball
inside to the first side, we can look for
4. Development: filling the lanes the same player on the other side after a
▼ Diagr. 7, 8 and 9: There are several drills cross-pick is made on the baseline.
that will help choose the proper lanes in ▼ Diagr. 15: Since the wings are not
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FIBA EUROPE
COACHES - OFFENSE

D.12 D.18

D.13 D.19

D.16

D.14 D.20

D.17
D.15

open, the playmaker drives and holds the ter who comes up high. If the defender commits a foul in this area
dribble until 5 sets a pick and then rolls with the intention of stealing the ball or
inside. At the same time, the other big V. PRESERVING THE FASTBREAK stopping the fastbreak, it would be easy
man 4 comes up high to receive a pass in Tactical foul must be punished. for the referees to call the play. If the
the high post. I would like to see any fouls committed in referees, who are running in the same
▼ Diagr. 16, 17, and 18: 1 drives in a lateral this area, diagr. 20-the so-called “tactic path as the players, consider it as a “nor-
wing and passes the ball to the other side. fouls”- penalized with a free-throw plus pos- mal” foul, then the team either inbounds
This leaves two options. The first one is a session of the ball. the ball. Banishing the tactical foul is my
screen for 4, who then receives the ball in It’s easy to differentiate the “tactic foul.” way of trying to protect the fastbreak, a
The defender doesn’t have any intention crucial part of the spectacular nature of
the low post coming from the outside. The
of stopping the fastbreak through good our sport and one of the biggest appeals
second option is to make two consecutive
defense. He simply stops it by committing for the fans. By eliminating these fouls,
screens for one of the forwards. a foul that, even though it’s not a flagrant defenders would have to bring their game
▼ Diagr. 19: This option can confuse the up to a new level in order to defend
foul, prevents the possibility of the offen-
defense. 2 cuts over 5.5 5 makes a pick- se from scoring an easy basket. By against the fastbreak. And if a foul is
and- roll with 1. At the same time, on the allowing these tactical fouls to go unpu- committed, it should be penalized ade-
other side, there will be screens for a shoo- nished, the game is substantially harmed. quately.
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FIBA EUROPE
COACHES - DEFENSE

THE FRENCH WOMEN’S

NATIONAL TEAM D.1

DEFENSE
D.2

by Alain Jardel

Alain Jardel won three straight French

Women’s Division I titles, from 1988 to
1990 with the Mirande team. Since
1997, he has been head coach of the
Senior French Women’s National team,
winning a bronze medal at the
Mediterranean Games in 1998, a silver
medal at European Championship in
1999, and the gold medal at the last
European Championships.

I would like to review the concepts that

D.3
form the defensive basics for the
French Women’s National team.

SITUATIONS TO EMPHASIZE
The most important aspects of the
defense include:
▼ Organized defensive transition
Do not give easy baskets to
the opponents.
This means:
- going for the rebound with two
- players in an organized fashion
- two players must recover in the lane
- one player must guard the opponent
with the ball
▼ Do not make foolish and unnecessary
fouls (minimize free-throws for the
opponent)
▼ Do not use the hands when guarding
the player with the ball
▼ Hands and arms are extended only
when guarding offensive players
without the ball
▼ Do not “bump” the offensive players D.4
when they cut

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FIBA EUROPE
COACHES - DEFENSE

▼ Play one-on-one defense with the

help of all the team members
▼ Do not leave a defensive player
alone: we play defense with all five
players
▼ Apply the 5 defensive principles
at all times
- Pressure on the ball
- Help
- Anticipate
- Push towards certain areas
- Stay in the passing lanes
▼Defense on the ball
▼Be aware of the position and the
movements of the ball
▼Be in a position to always see the ball
D.5
THE MOST IMPORTANT DEFENSIVE SPOTS
ON THE COURT
▼Three-point line (diagr. 1)
situation (diagr. 6).
▼We must create a “wall”
c) anticipate the possible dribble pene-
▼We must play defense up high; this
tration (the only move the player with
means starting to guard the offensive the ball can make when she has been
player in the area between center kept from the middle of the court).
court and the free-throw line d) anticipate the moves of the players
▼Ideal line from one basket to the without the ball, such as a backdoor cut
other basket (diagr. 2) (diagr. 7).
▼Don’t let the ball stay in the middle of
the court because you don’t know IV. DEFENSE ON THE BALL D.6
where the strong side and the weak ▼ The point guard 1 (the player at the
side is on defense. Push the ball to top of the defense) must:
the right or the left of the ideal line, - Bend her knees and keep in a low
which goes from one basket to the defensive stance.
other basket. - Not use the hands to defend.
▼ Stop or slow down the swing of the - Create a “wall” over the line of the
ball from one side of the court to the three-point shot. Guard the opponent
other. Apply pressure so the ball high on the court.
can’t easily be passed. All defenders - Protect the free-throw circle area.
must be ready to slide. - Push the opponent towards the
sidelines. D.7
▼No ball at 45° (diagr. 3)
▼Do not let the ball stay at a 45° angle
▼ The perimeter defensive players
to the basket: it will be impossible to
must:
defend in the low post if this occurs.
- Defend against the shot with both
▼The defensive player X3 must push
hands up near the face of the shooter.
the offensive player out to the corner. - Not let the offensive player stay at a
45° angle to the basket.
III. THE DEFENSIVE “NETWORK” - Force the dribbler towards the
I do not like to highlight “duels” baseline on a dribble penetration.
between individual defensive and
offensive players. When there is a top V. CONTESTING THE PASSING GAME
offensive player on the other team, use ▼ Strong side (side of the ball)
team defense to keep the player in - Overplay in a closed stance when the - If the ball is below the free-throw line
check. It is your job to motivate any ball is past the free-throw line extension, play in an open stance
player who is less inclined to play tough extension. (diagr. 9).
defense. - Overplay in an open stance when the ▼ Pass back
▼We must collapse in the lane to pro - The defender overplays in an open
ball is below the free-throw line
tect the basket (diagr. 4) and we need extension (diagr. 8). stance (diagr. 10).
to adjust the defensive position to the ▼ Weak side (help side, opposite to the
position of the ball, as well as: ball) VI. DEFENSE ON PENETRATION
a) anticipate the passing lane (diagr. 5) - If the ball is past the free-throw line ▼ On the strong side, we do not help.
b) come up high to the ball when it’s extension, play in a closed stance. ▼ On the weak side, we help with:
passed out from a help-and-recover - the player nearest to the penetration,
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D.8

D.9

D.10

D.11

or - Avoid contact with the offensive

D.12 - the player nearest the baseline player so she doesn’t have any point
(diagr. 11). of reference.
Note: Do not let any dribble penetration - Move continuously and quickly.
occur in the center of the lane. If it does - When the ball is going in the corner,
occur, the defender must go towards pass over her (diagr. 13).
the dribbler and try to take the charge - When the ball is going up, pass under
(diagr. 12). her (diagr. 14).
- When the ball is in the corner, 4 can
VII. DEFENSE AGAINSTTHE INSIDE GAME help by trying to steal the pass (diagr.
▼ Specific work of the defensive player 15).
when the center is in the low position - When 5 has the ball in the low post,
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FIBA EUROPE
COACHES - DEFENSE

we never help from the strong side, and then comes up strong at a 90˚
coming from outside of the lane. angle into the path of the dribbler to
That’s because 5 could pass to 2, the slow her down (diagr. 17). This
perimeter player, who would then defensive action can involve two or
D.13 have an open shot (diagr. 16). We trap three players. If there is a need of
with X3 or X4, or we force 5 to turn additional help, X5 can provide it.
towards the middle of the lane. - If the pick is made below the free-throw
line, we can try a trap and put extreme
▼ Defense against the cut pressure on the offensive player (diagr.
- Create an obstacle with the body, hips, 18).
and back, when going over the cutter.
- We don’t use the so-called “bump ▼ Defense of the pick-and-roll of two
action” because we do not think it’s players without the ball
part of a good defense: we want to - When two offensive players are involved
put pressure on the ball. in a pick away from the ball on the oppo
site side, we must be ready to switch.
▼ Defense on a pick-and-roll - If there is a vertical screen, each
In women’s basketball, especially in defender slides through, staying with
Eastern countries, the pick-and-roll is her offensive player.
used to create an outside jump shot. - If there is a horizontal pick, X5 lets X3
- If the pick is made high and far from slide over (she does not follow the
the basket, the defender of the offensive player). X5 stays open to the
dribbler slides over the pick, while the ball (diagr. 19).
D.14 defender of the “picker” provides - If there is a diagonal pick, X2 slides over
adequate space to her teammate, the pick, pushing her offensive player to
go to the corner. X4 must stay open up
the ball pushing with the back the picker
down the baseline, while X1 slows
down the dribbler, as well the change of
the side of the ball (diagr. 20).
- If there is a double stack, X3 follows the
D.18
screened player, while X4 makes the
hedge, going in the path of the screened
player (diagr. 21).
- If there is a staggered screen (this
means two picks in a row), we change if
D.15 2 and 3 changes sides (from the strong
side to weak side), or X2 follows, going
under the pick of 5 (diagr. 22).

D.16 D.19

D.21

D.20
D.17

D.22

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FIBA EUROPE
COACHES - DEFENSE

PRACTICING
MAN-TO-MAN D.1

DEFENSE
Antonino Molino, who won two Women’s
by Antonino Molino
Division II titles with Bari and Taranto,
was assistant coach of the Senior Italian
Women’s National team from 1996 to 2000.
His team won the Italian Cup and the ▼ Player with the ball: A “wall” is created.
Division I Championship in 2003. This means that in order to contain all
penetrations to the basket, the defensive
I always divide the seasonal program for player is always between the offensive
my teams into three parts: player with the ball and the basket.
1. Pre-season (setting goals, working on ▼ Player without the ball: there is always
individual technique, and stressing someone in the passing lane, strongly
defensive rules) contesting any movement there. The
2. Regular season (individual and defensive player must jump towards the D.2
team tactics) ball if the offensive player passes the ball
3. Playoffs (videotape sessions to study (diagr. 2).
the offensive sets and particular ▼ Defense on the cuts: players are paired.
moves of opposing players) They play two-on-two full court, with two
other players waiting at the free-throw
PRE-SEASON
line extension: These two players are sta-
Principles to emphasize:
tic and used only for receiving and pas-
▼ Mental toughness
sing the ball back into play. The offensive
▼ Aggressiveness
players must pass to one of these helpers
▼ Individual and team responsibilities
before shooting the ball. At the end of the
action, the defense goes on offense, and
In all the drills:
offense to defense. (diagr. 3).
1. Use the ball on offense and defense.
▼ Ball below the free-throw line exten-
2. Recreate game situations, with the
transition from defense to offense. sion: the defensive players on the weaksi-
D.3
3. Motivate the players, using the clock de must go down to the level of the ball
and keeping score. (diagr. 4).
▼ Penetration in the middle of the court:
DEFENSIVE RULES the player must defend, help, and recover,
▼ Maintain good defensive balance (big changing from the closed to open defensi-
players need to rebound; the point guard ve position (diagr. 5).
must anticipate the outlet pass of the ▼ Penetration on the baseline: help from
opposing fastbreak; the other players the weakside, with the proper rotation of
must recover on defense) the players (slide diagonally to avoid being
▼ A good drill for teaching defensive cut off). When the ball is passed outside,
balance is the four-on-four with conti- be ready to open up again (diagr. 6).
nuity. The team is divided into three ▼ Defense on the screens on the ball: we
squads: squad A on offense, squad B on follow up, with the help of the defensive
defense, and squad C, off the playing sur- player of the screener. You must slow
face at the mid court. After the shot, down the pass to player’s screened or
player A guards C (the outlet pass must be make body-check. We want strong defen-
made on the front half court, while player sive pressure put on the ball (diagr. 7).
B is at the midcourt (diagr.1). ▼ Screens away from the ball: the defen-
der slides through, asking for sufficient
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FIBA EUROPE
COACHES - DEFENSE

space from the teammate, who defends check, and then goes back to guard 2
D.7
the screener: the defensive players must (diagr. 15).
communicate with each other or the When the offensive guard is particularly
defense will not work (diagr. 8). dangerous on offense, we ask for a
▼ Double screens: we follow up with the defensive change with X3, who covers 3,
help of the screener’s defender nearest the guard on the weakside (diagr. 16). In
to the ball. The defender who is farthest this type of drill, we want our defensive
away from the ball must protect the players to make the offensive transition
three-second lane. (diagr. 9). when they steal the ball or take the
▼ Screens between players of the same rebound.
role: defenders have to ask for a change
(diagr. 10). PLAYOFFS
▼ Defense against the center: the defen-
The same team will be played again
within a few days. It is important to: D.8
der plays in front of the center in the low
1. Analyze the videotape of the opponent.
post, trying to push her to the baseline in
2. Screen the offensive plays of the
order to prevent a lob pass (diagr. 11).
opponent. Find out which are the most
If the center is going towards the ball,
popular offensive plays and come up
this must be anticipated in order to con-
with defensive strategies for each.
test a pass to the high post (diagr. 12).
3. Analyze each offensive player, noting
▼ Pick-and-roll: the help-and-recover
what are their preferred spots on the
defense is used, but the player does not court to set up, where on the court they
switch. Whenever possible, the defen- scored most of their points, and note
der pushes the screener away to force a their shooting percentages.
pick-and-roll situation outside the three-
point line. If there is a pass to the scree-
ner who rolls to the basket, a defensive D.4 D.9
change must be made with the defender
in the low post or with the player in the
corner (diagr. 13).
▼ Pick-and-roll between players who
are dangerous on dribble penetration,
but not on outside shooting: We slide
through with the defender, who guards
the player with the ball, and make hedge
on the dribble penetration with the
screener’s defender (diagr. 14).

REGULAR SEASON
D.10
Individual and team tactics are stressed D.5
during the regular season.
The following characteristics of each
player on the opposing team must be
learned:
1. Which is the preferred pivot foot?
2. Does she dribble with the left hand,
right hand, or equally well with
both?
3. Does she shoot only from outside?
4. Does she only make dribble
penetrations?
We also stress defense against the D.6 D.11
opponent’s offense, which can include
the flex, the triple post, or the pick-and-
roll. Here’s an example of a three-on-
three screen-the-screener with a static
offensive player, who can only receive
and pass the ball. 4 passes to the static
player and goes to the free-throw line to
screen 2, who previously made a screen
for 5. A strong defense is put on 2,
pushing her towards the baseline: X5
goes over the top, X2 makes a body-
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D.14

D.12
D.15

D.13

D.16

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FIBA EUROPE EDITORIAL

COACHES - PSYCHOLOGY AND MOTIVATION

DEALING WITH
ADVERSITY
by Eric Foister

Eric Foister, head coach of North Huntington High School since everything. Let the players see things, as they perceive them. Put the
1998, is a highly-regarded high school coach in the State of Indiana. players in conflict together in a competitive drill, one that you are
A former assistant coach at the college level at Ball State certain they will successfully complete. For example, put the two
University, St. Joseph’s, and Taylor, he was the high school “Coach players who are at odds with each other on the same 2-on-2 team.
of the Year” in Florida in 1996. Make sure this is a drill that they will do well, but not complete too
easily. By working together, they will develop confidence, reestabli-
The word “adversity” has been used to describe many different shing the bond they once had. Having confidence in fellow team-
things. According to Webster’s Dictionary, the definition of adversity mates is good for teamwork and a to have an happy team. There will
is “A state of hardship or affliction, or a calamitous event.” In the be times when players come to blame the coach or the system he
world of sports, adversity usually goes hand in hand with success, uses for the times they are experiencing. When this happens, it’s
and failure. Learning how to deal with adversity can be difficult and because they are hearing things from outside. At the college, I find
not every player or coach will deal with it in the same way. that parents are the ones who put the ideas into their son’s heads.
Trust is the key word here. You have to develop a sense of trust
STAGE ONE between you and your staff . It is important that this trust be develo-
When adversity occurs, the initial reaction is a feeling of helples- ped before adversity sets in. Never deceive your team. Be truthful
sness, anger, or hurt. An injury to a teammate or the loss of a game when talking with your team about the competition. We sometimes
in the waning seconds is an example of adversity. When it first hap- think as coaches that we have to make the other team seem like an
pens, there are no immediate cures or pep talks that can help alle- all-star team every night to get our team pumped up and ready to
viate the pain. This is a critical stage that has to be overcome by the play. This can lead to mistrust at an early stage. It can seem like a
individual player. As a coach, you sometimes can make matters very small point but these types of things can add up. Make sure you
worse by showing too much emotion at this stage. It is easy to say have small success areas that you can develop and point out to your
things out of frustration or anger that can damage the team. The team during the season. Athletes have to have some success in
same goes for the players . Speaking emotionally, athletes can do or order to see the whole picture. This can help things when adversity
say things that will negatively affect the team. It is important that you does set in. I have always admitted my mistakes to my team. I really
know who these particular athletes are and help them see the whole feel like that lets them know that you are a part of the team and that
picture of the team concept. You need to be able to identify your true you are accountable and trying to improve yourself.
team leaders. They are the ones who will help reinforce your vision
of “the big picture” and help the players to deal with the adversity. STAGE THREE
Trust is the main attribute you must maintain during this time. For The last stage of dealing with adversity comes to channeling your
example, if your leading scorer is a vocal person and a leader then emotions and letting them drive you to overcome any obstacle. Once
you must spend quality time, one-on-one with that player, to make you have overcome the first two stages you have succeeded in
sure he understands exactly what are your expectations of him and becoming a true coach. Now it is time to reap the rewards of suc-
of the team. If, on the other hand, your star player is quiet and shy, cess. The great teams have learned to deal with adversity and tur-
then you need to bring the most trusted player on the team to a joint ned negative situations into positive ones. As a coach, you have to
meeting with the leading scorer and then share your expectations remind players to take any feelings of failure, anguish, or hurt and
with both of them. It is important to select a team member who is tru- channel those emotions into effort and concentration. Don’t over-
sted by both his teammates and by you, the coach. load them with talk. Let them feel it themselves with gentle remin-
ders. Remember perception is reality. What you feel and what your
STAGE TWO team feels may be two different things. If you have succeeded in
After the initial feelings of anger or frustration comes the “blaming channeling the emotion of the team into good effort and concentra-
stage.” Some athletes are going to blame themselves totally for a tion in practice then you should be ready to reap the rewards. My
loss or a particular incident. When a player has this much burden or philosophy is based on competing at a level where emotion meets
guilt on his or her shoulders, they cannot reach their optimum level execution. When this happens great things occur. I have seen it in
of performance. This has to be dealt with by the coach. One way is many “big games”. One team comes with a great amount emotion
to talk with the player and ask him to express why he feels the way early only to fall apart in the later stages of the game. I have also
he does. As coaches we have to be excellent communicators and seen teams who executed very well on the court only to lose to a
lead that player to conclude on his own that what really matters for team that made great emotional plays late in the game. A team
everyone is the health of the team. Players will blame each other at should have a perfect balance between emotion and execution. A
times of adversity, which can tear a team down faster than anything coach deals with many emotions that are hard to keep in check. The
else. If you have this problem with your team it usually means there exhilaration of success and anguish of defeat can be unbearable.
is some selfishness involved and you have to face this issue head When you deal with young athletes, anything can happen. It can
on. One way to deal with this is to institute team-building exercises make you question your own abilities as a coach, parent, spouse, or,
in your practice sessions. It has been my experience that you don’t even at times, a human being. Trust in your abilities to be a leader. If
tell the team what you are trying to accomplish. Perception is you have confidence in yourself, other people will as well.
FIBA ASSIST MAGAZINE | 03 2003 | PAGE 36
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FIBA EUROPE
COACHES - NATIONAL COACHES ASSOCIATIONS

THE ITALIAN
BASKETBALL
COACHES COMMITTEE
by Antonio Pozzati

Antonio Pozzati has been involved with 30 hours and championships.

the Coaches Committee of the Italian have officiated The course is open
Basketball Federation since 1992. at 15 games at a only to those with a
He is member of the Board of the local level can “Coach” license who
Federation and President of the Coaches attend this cour- have coached for two
Committee. se. consecutive seasons.
This rule was It is limited to 40 peo-
The Italian Olympic Committee created a created to make ple per year.
“National Plan for the Formation of sure that the
Coaches” and the Italian Basketball coaches have a The lecturers at this
Federation adheres to this plan. The plan fuller under- final level are top
was designed with the aim of creating a standing of Division I Men’s and
link among the Italian coaches formation basketball. This is a seven-day course Women’s coaches and the coaches of the
plan and those of similar plans of other with a final examination. Italian National teams.
European Community countries. The goal A team executive, a team physician, a team
is to make it possible for coaches to have The teachers for these courses include psychologist, and a strength and conditio-
their status recognized by all the 120 “educators” selected by the ning coach also give lectures. This course
European Community countries. Committee and the Technical Director of lasts two weeks and is followed by a final
the Committee, Ettore Messina, the head examination.
COURSES FOR THE COACHING LICENSE coach of Division I team Benetton Treviso.
The Coaches Committee of the Italian He is assisted by his Super Staff, compri- In short, a total of eight years of study and
Basketball Federation is in charge of the sed of a physician, the Technical Director work is necessary to reach the top level and
organization of coaching courses and of Mini-basketball, a conditioning coach, earn a National Coach license.
with the formation and updating of the a psychologist, and a representative of the
teaching staff. Italian Referee Committee of the BUDGET
Federation. The Italian Basketball Coaches Committee
The coaching courses consist of four has over 16,000 registered members, divided
levels: 3. COACH: This course gives a person the into three groups. Each member must pay a
license to coach teams in the Men’s B2 fee to maintain the annual license.
1. STUDENT COACH: This course serves and Women’s A2 Championship. The fee varies from 39 euros for the base
as an introduction to basketball (how it is Only the “base coaches” who have coa- coach, 55 euros for the coach level, and 87
played, the rules, and some technical gui- ched for two consecutive seasons can euros for the national coach level.
delines). attend this course. Additional funds come from the Federation,
It is organized by the provincial branch of This two-year course is divided into 15- which contributes to the Coaches
the Coaches Committee. It is taught by a day sessions each year, with an examina- Committee, and from the coaches who pay
local teacher, called an “educator,” and tion held after each session. to attend the various courses.
lasts 20 hours. These student coaches
cannot officially coach a team at this time. The teachers at this level include 30 OFFICIAL SUPPLIER
Instructors selected by the Technical We have an Official Supplier, a sport clothing
2. BASE COACH: This course awards the Director of the Coaches Committee and company in Bologna, which created a col-
license to coach youth level and regional his Super Staff. lection of shorts, shirts, warm-up suits, and
teams. advertising boards with the logo of the
Only the “student coaches” who finished 4. NATIONAL COACH. This course grants Committee. We are given a percentage on all
their apprenticeship with an educator for a license for coaching in all national items that are sold.

FIBA ASSIST MAGAZINE | 03 2003 | PAGE 37

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FIBA EUROPE EDITORIAL

COACHES - HOOP MARKET

TWO OF THE TOP

OFFENSIVE PLAYS:
LEARN THE SYSTEMS
FROM VIDEO AND BOOKS
In this section, we introduce the latest books, videos, CDs,
and other tools that are primarily aimed at coaches, but cer-
tainly useful for all of our readers. Please send your sugge-
stions and comments about our basketball-related media
for review in this section.
by Raffaele Imbrogno

Raffaele Imbrogno, former Director of the Italian Basketball Fede-

ration Study Center, is an Instructor with the Italian National Coa-
ches Committee of the Federation. Imbrogno is the author of seve-
ral technical basketball publications.

There is a huge production of videos and books dedicated to va-

rious offensive situations, such as man-to-man offense, zone offen-
se, fastbreak, and special situations. Some have become classics
because of the success that the authors had with their teams. I will
focus on the books and videos dealing with the most popular offen-
sive systems used not only in US, but also around the world.
At the end of the 1940s, a young Fred “Tex” Winter was on the ba-
sketball team at the University of Southern California. The team’s
set play was called “center option offense” and it was to become
the grandfather of Winter’s very famous “triangle offense.” The
Chicago Bulls used the triangle in winning their many NBA cham-
pionships, with Winter as the assistant coach, and it was also used
by the Los Angeles Lakers, where Winter was again the assistant
coach.
In 1962, Winter wrote the book Triple Post Offense (Sideline Trian-
gle), published by Prentice Hall with 216 pages full of techniques
and tactics. The book was reprinted in 1997 by AG Press, owned by
Winter’s son and now distributed by Sysko’s (www.syskos.com).
The book is divided into three distinct sections: The Triple Post Of-
fense, The Developing Programs, and The Coaching Profession. In
the first section, Winter analyzes the concepts and principles that
form the base of an effective offensive system. He identifies seven
different “musts” of a good offense. He writes:
“The offense must start from a strong full court defense; must pe-
netrate the defense; must have the proper spacing among the
players; must have movements of the ball and of the players
without the ball, all with a definite aim; must have a good defensive
balance; must create a good passing choices; must maximize the
players’ skills.”
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bling, shooting, and de-

fense exercises that will
help improve the skills of
both novice and veteran
players. In 1997, Fever
Sports Production also
marketed four videotapes
covering the Princeton
backdoor offense of Pete
Carril, another famous of-
fensive system used by
many NBA teams, inclu-
ding the Sacramento
Kings and the New Jersey
Nets. Carril, now an assi-
stant coach of the Sacra-
mento Kings, invented this
offensive system when he
was head coach at Prince-
ton University.
In four videotapes (The Prin-
ceton Offense; The Drills for
the Princeton Offense; The
Princeton Offense: High Post
Options; and The Princeton
Offense: Chin Series), Carril
uses diagrams
and on-court
presentations to
describe the of-
fense that brou-
ght so many
winning sea-
sons for Prince-
ton University.
In the first 77-mi-
nute tape, he
shows the basic
principles of this
offensive set,
with all the cuts,
However, Winter believes the most important thing is the execu- passing, picks,
tion of the system, more than the system itself. For Winter, good and different
execution is based only on the ability of the players to understand shooting op-
and execute basic basketball fundamentals. tions.The se-
The second part of the book is dedicated to developing proper te- cond tape is 45
chnical and athletic development, with particular attention paid to minutes and
body balance, dribbling, passing, and shooting. The final part de- Carril introduces
scribes the various aspects of the coaching job, such as team psy- a series of sim-
chology and planning for practice sessions and preparing for ga- ple, but very ef-
mes. fective drills for
Fever River Sports Productions produced four videotapes on Win- teaching his sy-
ter’s offensive system in 2002: Sideline Triangle, Volume I (65 minu- stem.
tes) and Volume II (45 minutes); Full- and Half-Court Drills for the The third tape
Sideline Triangle (42 minutes); and Fundamental Basketball (49 mi- (50 minutes) de-
nutes). Winter has a special web site dedicated to this offense, tails the options
www.triangleanalisys.com. with the ball on
In the first two videos, the assistant coach of the Lakers details his the high post, while the final tape (30 minutes) analyzes how to
offense with all the different options, including the entry pass, cuts, easily adapt the offense with the backdoor cuts against very
and picks. In the third video, he shows a series of passing drills at aggressive defensive teams.
half and full court that are needed to implement the triangle offen- These videotapes can be ordered to www.syskos.com,
se. In the last video, Winter goes over a series of passing, drib- www.usacoaches.com or www.champonline.com.
FIBA ASSIST MAGAZINE | 03 2003 | PAGE 39
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REFEREES, SCORER’S TABLE AND COMMISSIONERS

THE ROLE OF
THE FIBA NATIONAL
REFEREE INSTRUCTOR
by Alberto Garcia

Alberto Garcia is Deputy Secretary General of FIBA Americas. THE FIBA INTERNATIONAL INSTRUCTOR FOR THE REFEREES
A former FIBA referee and FIBA Instructor of referees, he offi- FIBA began selecting former international referees in 1992 with
ciated at the World Men’s Championship in 1982 and 1990, and the primary goal of transforming them into Instructors for the
in more than 15 international qualifying tournaments in the referees of the world. Eight FIBA Instructors were initially nomi-
FIBA Zone of the Americas. nated and they began implementing a program of clinics that
have been held on the five continents.
Over the course of the past fifteen years, basketball has evolved Their one single message: Make all referees aware of the cor-
on a global level, with a growth that has been both incredibly rect and standard application of game rules and fully under-
quick and unexpected. Wide media coverage has transformed stand the spirit and essence of each one of them. The program
the game to a point where it is now being practiced in an orga- has been a success. Change slowly started to come, thanks to
nized form in 212 countries throughout the world, with more
than 450 million men and women playing the game.
Professional basketball has played an important role in increa-
sing the game’s popularity and also for enhancing the physical
characteristics of the game. The advent of improved training
techniques and strength-training has increased the speed and
strength of individual players, and with it has come a noticeable
change in playing style that has quickly been transmitted to all
playing levels outside of the professional sphere.
Accompanying this metamorphosis, coaches, for obvious rea-
sons, have had to adapt different teaching methods and techni-
ques to go along with the newly evolved athlete and the faster-
paced game.

THE BASKETBALL REFEREE AND THE CHANGING GAME

Referees were initially not able to keep up with the faster-paced
game. The officiating of a basketball game is very difficult and
requires a game official with many abilities that are not typically
found in one human being. The referee is a person that has to
make decisions measured in tenths of a second in a fast-paced
game. He or she works in a tightly-confined space, where 10
highly-conditioned players move quickly from place to place in
dance-like movements, with a very limited time to shoot. The
inherent beauty of the game of basketball relies on the physical
flow of offense working against defense. Granted, there is a cer-
tain amount of physical contact in a game, with plenty of smaller
violations occurring that don’t actually impact the
advantage/disadvantage continuum between offense and
defense. Understanding this advantage/disadvantage balance is
something that referees need to be better trained to recognize.

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these clinics, and the the level and the

quality of referees has increased since
then.
Another positive move for the referrees
was when FIBA allowed thse game offi-
cials to voice any doubts they might have
regarding the application of various rules
and the underlying philosophy behind
them. As a direct consequence, there was
now a better application of important game
concepts and objectives.
Over time, the World Technical
Commission studied the various changes,
analyzed and interpreted the rules, and
then transmitted each one of the objecti-
ves that had been pursued to the FIBA
Instructors.
The Instructors then passed same messa-
ge to the international referees through
their annual clinics, held in the different
countries of the five continents.
Although this improvement in application
and interpretation of rules was significant
and noticaeble, much more was needed to
be done. Time was a major factor. The refe-
ree clinics were only held once every four years, and this 5. Knowledge and understanding of the philosophy
wasn’t often enough. The game was quickly evolving and it was of the FIBA officiating.
necessary to look for other ways to help the referees keep up 6. Knowledge of the referee evaluation.
with the fast pace of the game. 7. Ability to teach.
8. Ability to motivate.
THE FIBA NATIONAL INSTRUCTORS 9. Communication and human relationships skills.
To meet the growing demand for better referees, FIBA began its 10. Public speaking skills.
program for the preparation of National Instructors in May of
1997. With National Instructors, each country would now have Each National Federation has a minimum of one National
someone in charge of all the referees, at every level within the Instructor. Once the candidate is recognized as National
country. According to Lubo Kotleba, the FIBA Sports Director, Instructor, this person will be responsible for:
each National Instructor would then become an extended arm 1. Working within the technical schemes of his National
of the World Technical Commission in each country, guaran- Federation.
teeing that all referees would receive the same instruction, no 2. The process of training new referees.
matter what continent, no matter what country. 3. The process of improving referee skills at
Referees would be trained and prepared in a similar fashion and all game levels.
their activities and progress would be monitored throughout the 4. The process of selecting FIBA referee candidates and
year. the referees for the rest of the national categories,
This new program was a success as evidenced by better offi- approving their candidacy and signing
ciating at the most important World Tournaments. Underlying the respective forms.
this success was a new corps of referees who had a better 5. Supervising, in conjunction with their local Federation,
understanding of the game and the philosophy of the rules. And the anual written and physical tests of the active FIBA
with this came a game that was more dynamic and exciting for referees.
all involved, particularly to the spectators around the world. 6. Maintaining permanent contact with the
technical management (administration) of the FIBA Zone.
THE JOB OF A NATIONAL INSTRUCTOR 7. Acting as Assistant Instructor in National and/or
Since FIBA began its National Instructor program, the quality of International Clinics whenever summoned to do so.
the officiating in all tournaments has been greatly enhanced.
What skills do these highly-trained officials possess: Here’s We know that a three- or four-day referee’s clinic, held in each
what FIBA looks for in a National Instructor: country once every four years, can be of enormous benefit. But
1. Knowledge and understanding of the basketball game. we also understand that this is not enough.
2. Knowledge and understanding of the philosophy Referees, especially the novices, need regular training sessions
of the game. and supervision for each one of their performances.
3. Knowledge and understanding of the FIBA In this regard, the Instructors should implement within their pro-
official game rules. grams an annual evaluation of each referee that tests game
4. Knowledge and understanding of the FIBA knowledge and uses videotape for practical evaluations, with
officiating mechanics. review of the tape to bring about improved performance.

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REFEREES, SCORER’S TABLE AND COMMISSIONERS

COMMUNICATION
by Paul Loube

Paul Loube is the Executive Director of the International adhere to the mechanics manual or have tremendous diffi-
Association of Approved Basketball Officials, a Canadian culty advancing.
and North American association.
Voice - Your normal voice tones are usually pleasant, neutral
Have you ever heard of the 4-Minute Rule? The 4-Minute and relaxed; your “game voice, however, has to be more
Rule says that when you meet someone for the first time, you absolute, confident and in control. A referee must be a goof
have about 4 minutes to be accepted or rejected by him or “finisher” when delivering a call to the scorer’s table. An
her. That means when you meet a coach, fellow referee, outstanding decision is a great start but the job is not com-
technical commissioner or simply a social friend, you have pleted until that decision is reported to the scorer. No matter
about 4 minutes to make a favorable impression on that per- how stressed, hurried or nervous you are, the voice that will
son. In some games where an early controversial call is keep coaches and players open to what you are saying is the
made, you may have even less time, perhaps only seconds. calm, self-assured, undoubted game voice of a finisher.
It’s amazing how quickly we make a first judgment about
people and in the same fashion they also judge us.

Therefore referees had better know what they are doing

when they walk onto the court during those first few minu-
tes. They might not get a second chance to make a first
impression. Barbara Braunstein, a nationally acclaimed
motivational speaker and trainer in the United States, is
convinced there are critical communication skills which can
determine your success or failure in your goal of becoming
the most successful basketball official possible. Here are
some things to watch out for.

Eye contact - In the business of officiating, direct and

relaxed eye contact is essential. We must continually esta-
blish positive eye contact with our partner(s), the scorer’s
table, players and coaches. Look all of them in the eye,
occasionally looking away to break the intensity. Positive
eye contact enhances one’s image and floor presence, but
don’t stare. We may give off the wrong signals and create
unnecessary confrontations.

Posture - Stand tall, shoulders back, with you weight evenly

distributed on both feet. Don’t slouch to one side or get
locked into the habit of standing with arms folded or putting
your hands in your pockets, or leaning against a wall during
a time-out. These can easily be interpreted as unprofessio-
nal or even arrogant.

Facial expressions - In general, a facial expression needs to

be pleasant, neutral and relaxed. Coaches always complain
about officials’ facial expressions with comments like “I
don’t care to have that official because he/she always refe-
rees angry”, or “That official is unapproachable”. We have
all experienced game situations where our facial expres-
sions have led others to think we were irritated or unhappy
when in fact we were not.
Obscure gestures/ unauthorized mechanics - Avoid sharp,
jerky movements, unapproved mechanics, or lack of mecha-
nics such as flinging hands into the air, failing to stop the
clock or going down on one knee. The new wave of succes-
sful officials will be mechanically strong and will either
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Listening - An official must

be a good listener.
Listening, an indispensable
tool for efficient game
management, is the most
unemphasized communica-
tion power we possess.
Has a coach ever said to
you, “You’re not listening to
me”? Is so, that coach was
probably correct. You were
probably not listening, at
least by his or her definition
of “listening”. Lack of eye
contact, inappropriate
facial expressions or gestu-
res all signal “not liste-
ning”. Be approachable!

Content - Be clear, concise

and direct. This does not
mean being blunt or rude.
Don’t quote rulebook sec-
tions because it is frequen-
tly counterproductive,
creating a wall when your
intent really is to construct
a bridge. Pause to collect
your thoughts before
responding to a coach’s
questions. Choose your
words carefully, using
short, simple words and
sentences. Make no more
than one or two points, and
then get the game going
again as soon as possible.

Timing - To exhibit confi-

dence and control, the
speed of your speaking
should be moderate,
neither too fast nor too
slow. Officials who speak
too quickly or too slowly
will lose their listener and
create unwanted and unne-
cessary problems because
the listener becomes
bored, exhausted or just
angry. An official’s compo-
sure and style when reporting to the scorer or confronting a
about these nine things. Get more information. Bring them to
coach is crucial to effective game management.
your attention and make some changes. This way is the most
difficult as most officials have healthy egos and resist any
Distance and comfort - When you introduce yourself to a
technique modification.
coach or to the table officials, give a full, firm handshake.
Second, ask several fellow officials and observers, people
Have dry palms and look the person(s) directly in the eye.
you trust, for assistance. These must be people who know
This helps to establish your role as monitor of the game.
your “irritating” communication habits. Ask them for honest
feedback. Discuss these nine skills with them. You could be
How can you find out whether you need to sharpen these
surprised at what you find out but it is better to hear it from
skills? How can you improve? There are two ways to chan-
your friends and fellow officials than to always question why
ge.
you didn’t progress or why you don’t ever get the opportunity
The first is to become more self-aware. Consciously think
to referee the “big” games.
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REFEREES, SCORER’S TABLE AND COMMISSIONERS

RIGHT OR WRONG?
CASES ON NEW RULE CHANGES 2003

1. How does the 2nd and 4th periods of a game begin?

2. Team A is awarded an alternating possession throw-

in. Before the throw-in has ended, A4 commits a disqua-
lifying foul. Shall team B be entitled to the next alterna-
ting possession throw-in?

3. During the 3rd period, team A uses no time-outs. With

one minute remaining in the 4th period, team A requests
three time-outs in succession. Shall the time-outs be
granted?

4. A4 releases a shot for a goal. The ball strikes the ANSWERS

cylinder, after which it is rebounded by B4 who begins 1. The team entitled to the next alternating possession after the end
to dribble. After B4 has been dribbling for 2 seconds, the of the 1st and 3rd period shall be awarded a throw-in at the extended
24-second device sounds in error. Shall team B be centerline, opposite the scorer’s table. The player taking the throw-in
awarded a throw-in with 22 seconds remaining on the 24 shall have one foot on either side of the extended centerline and shall
second clock? be entitled to pass the ball to a player at any point on the playing court.

5. A4 attempts to dunk the ball. The ball strikes the cylin- 2. No. Team A shall continue to be entitled to the next alternating pos-
der and rebounds into team A’s backcourt. Before a session throw-in. A foul does not cause a throw-in team to lose its
player on either team can gain control of the ball, the right to an alternating possession throw-in.
24-second signal sounds. How shall the game be resu-
med? 3. Yes. Team A may request all three time-outs within the second half
(3rd and 4th period) as they wish.
6. On a final unsuccessful free throw by A4, both A5 and
B5 enter the restricted area before the release of the 4. No. Team B shall be awarded a throw-in with a new 24 seconds.
free throw. How shall the game be resumed?
5. Neither team was in control of the ball when the signal sounded in
7. A throw-in by A4 lodges on the basket support. Shall error. Play shall resume with an alternating possession throw-in.
team B be entitled to the next alternating possession?
6. The game shall be resumed with an alternating possession throw-
in.
8. In alternating possession throw-ins, shall the officials
change positions?
7. Yes. Team A loses its right to the possession because of the viola-
tion by A4.
9. On an alternating possession throw-in by B5, the ball
is simultaneously touched on the court by both A4 and 8. No. The throw-ins shall be administered as outlined in the FIBA
B4, after which it goes out-of-bounds. Shall team A be Referees Manual.
entitled to the next alternating possession?
9. Yes.
10. A final free throw by A5 is successful. Before the ball
can again become live, A4 and B4 commit a double foul. 10. No. Since team B was entitled to the ball at the time of the double
Team A has the right to the next alternating possession. foul, a throw-in shall be awarded to team B.
Shall the game be resumed with a team A throw-in?
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REFEREES, SCORER’S TABLE AND COMMISSIONERS

The officials
by Alison Muir conference
Alison Muir is a FIBA Commissioner from England. She has day! However both rules and regulations must be known as
been involved in basketball as a Table Official, Referee and Commissioners are expected to be well versed when asked
Coach. She holds the positions of Director of Competitions questions or make decisions.
and Commissioner Appointments Officer for England
Basketball. A brief recap for commissioners follows and any feedback is
given to the group from the previous season, this is generally
SO WHAT IS A COMMISSIONER? positive however developmental feedback is also given out as
The role of the Commissioner is many fold, we are the “over- a group. As feedback is a two way street, often lively discus-
seers” of the game, we are the communicator, the vision, the sion points come from this and mostly the commissioners do
negotiator, the rule book and on occasions the peacemaker go away with some new ideas and some bad habits are recti-
before, during and after the game. Most of the time, we have fied before the new season begins.
the “Best Seat” in the house, occasionally we all wish we
were somewhere else when things do not go according to The sessions during the day, are presented by power point,
plan. topics are discussed and working out situations, last years
conference covered:
One of my many hats in English Basketball is to appoint
Commissioners to games in the premier and national lea- ▼ Rules
gues. This is done on a monthly basis and in conjunction with ▼ Regulations
the Director of Officiating, who appoints the referees. All ▼ Feedback
premier and Conference men and women’s games are cove- ▼ Report Writing
red, Division one and two men are covered subject to availa- ▼ Commissioner Pathways
bility. On average we have 25 to 30 games a weekend over
England and Wales to cover, all the commissioners are REPORT WRITING
volunteers and are paid expenses only. Report writing is always the drawback in any organisation
and sport is no exception, over the years the importance of
OFFICIALS CONFERENCE writing a report has intensified, with legal implications if the
At the beginning of each season an Officials conference is content is not objective or accurate. Below are one or two
held, this normally takes place the first weekend in helpful pointers for your next season:
September prior to the season starting. All officials are
expected to attend and non attendance for no specific rea- WHEN AND WHY?
son will be penalised by no games in the first batch of WHEN?
appointments. All officials are expected to be licensed and After any incident which involves the following during a
again, no appointments are made until the licence is appro- game:
ved. ▼ Disqualification
▼ Unreasonable behaviour
The Conference itself contains something for everyone, there ▼ Standards
are group sessions and separate sessions for ▼ Disciplinary
Commissioners, Table officials and Referees. The first day WHY?
begins with a welcome introduction and recap of the pre- ▼ So that the laid down procedure can be adhered
vious season from the Director of Officiating, Richard Stokes, to and further incidents may be prevented
International Referee. This is followed by the official’s favou-
rite session of the day the Rules Test, this is taken by everyo- CONTENT
ne present, there is a passmark of 80%! The sound of sighing ▼ Incident
in the room is like the “El Nino” on a particularly bad day! ▼ Factual observations
▼ Times and date
All referees will do their fitness test and again must pass the ▼ Names and player numbers
required times or they cannot officiate at National level. The ▼ Penalties
Commissioners in the mean time have another test, regula- ▼ Any other action
tions, which again is not the most popular exercise of the ▼ After the game
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REFEREES, SCORER’S TABLE AND COMMISSIONERS

DO’S AND DON’TS COMMISSIONER’S HANDBOOK

DO’S DON’TS A handy piece of literature, useful for quick reference before,
Report facts Use general terms during and even after a game. In England we operate a
Names Elaborate Premier League, which has differing variations on the regula-
Numbers Collude tions and rules and National Basketball League, which adhe-
Time Discuss until you res to FIBA rules and regulations. Every thing the
have your Commissioner needs to know is in the handbook, from Rule
written notes changes, Regulations, Legal Aspects, Report Writing,
Date Use total numbers Standards, actual Duties of the Commissioner, Points of
unless you are sure Emphasis and a Directory of Officials.

TIME SCALE COMMISSIONER PATHWAYS

DOMESTIC INTERNATIONAL Training for Commissioners is an on going process, from the
24 hours for normal Within 1 hour for Commissioner who is just starting on the ladder to the
Disqualification, Commissioner who is experienced at the highest level. We
crowd problems can all learn something new.
Otherwise 24 hours
Experience within the game counts a great deal, and expe-
▼ Reports may be email/faxed rience in dealing with people and personalities counts just as
▼ Send hard copy by post much. The combination of the two makes a well balanced
▼ Retain personal copy official who will be equipped to deal with just about any situa-
tion they may be presented with.

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SPORT MARKETING AND MANAGEMENT

DEVELOPING
A LICENSING
PROGRAMME
by Chris Protheroe

Chris Protheroe is the Director of Sport & Brands of the

Copyright Promotions Licensing Group (CPLG), one of the
world’s leading entertainment, sports and brand licensing
agencies. CPLG represents the Football Association, the
Rugby Football Union, the England and Wales Cricket Board,
Chelsea Football Club and Jordan Grand Prix.

INTRODUCTION
This article will examine the key elements needed to build a roll-out of a licensing campaign.
successful licensing programme. It is a general look at licen-
sing, from the perspective of a sports licensing agency. It is On an international level, trade mark infringement and piracy
not intended to be a blueprint for FIBA brand licensing speci- of licensed merchandise has grown, but so too have laws and
fically, but more a general overview of the business of brand legal enforcement activities against counterfeiters.
extension through licensing. It is intended to give basketball
brand marketers an insight into how licensing can be used not The challenge for brand owners is to assert their intellectual
only as a revenue source but also as a promotional tool to property rights and to use encryption and security technology
build brand awareness. in order to protect a licensing programme.

BACKGROUND WHAT IS LICENSING?

According to the latest global statistics, retail sales of licen- A generally accepted definition is:
sed merchandise is around $109 billion (source: International
Licensing: A Status Report, 2001). More than a third of these “Licensing is the permission to allow well-known imagery
retail sales ($38.7 billion) was outside the US and Canada. from films, cartoon characters, sports events and brands
Western Europe offers good opportunities for the retail of owned by licensors to be used on consumer products or in
licensed merchandise, accounting for $25.9 billion in retail promotions, created by manufacturers or retailers (licen-
sales (or nearly 24% of all sales worldwide). Of this, the UK sees), to increase the appeal of that product and provide a
and Eire are the largest consumer markets, accounting for unique selling point from other similar goods or services”.
$6.25 billion (or 24%) of all retail sales of licensed merchandi-
se in Western Europe If we accept this definition as accurate then there are a num-
Much of the expansion is due to the huge global popularity of ber of points that should be examined in a little detail.
children’s characters and entertainment properties and the
growing utilisation of licensing as a communications and Firstly, licensees are looking to sell product and they must see
marketing platform in areas such as corporate trade marks, the addition of licensed elements as adding sales value.
art and sports. Licensees are fickle, ruthless creatures in a fickle, ruthless
business environment. If the brand being licensed doesn’t
The Internet has impacted upon licensing in that it has sub- deliver it will be dropped. They are not out to do favours.
stantially shortened the time it used to take to get a product
from concept to retail shelf. Within the consumer market, That said, if the brand works there are huge benefits in terms
characters, fads, brands and fashion trends migrate via the of brand exposure, positioning and revenue to rights owners.
internet making it more challenging to manage any sort of This is the area we are going to explore further.

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SPORT MARKETING AND MANAGEMENT

GETTING STARTED LICENSEE

Before a well structured, co-ordinated and financially viable Licensees should be selected from as wide a range as possi-
licensing programme can be put in place there is work to be ble to ensure the correct partner is selected. A number of cri-
done in terms of strategy, trademarks, design and approval teria should be used. These could include:
mechanisms.
▼ Experience in the sports area
STRATEGY
This must start with the question what does the rights owner ▼ Experience in manufacturing / selling
want out of licensing. Is it increased awareness, brand positio- the product(s) to be licensed
ning, specific event product or just income? More likely it will be
a combination of all these with the priorities determined by the ▼ Acceptable credit rating
rights owners. Those responsible for licensing, be they in or out
of house, will need to be clear about the strategy, key dates and ▼ Understanding of the brand and its objectives
milestones and the build up to them.
All these elements will affect the implementation of the agreed ▼ Understanding of and experience in licensed product
strategy.
▼ Retail distribution network
TRADEMARKS
The rights owners need to take a view on the time and cost of RETAIL
trademark registration, the categories and marks registered Retailers are key to the success of a licensing programme. They
versus the income it will generate and the legal protection such are one of the mechanisms by which consumers can be a part of
registrations will give both the rights owners and their licen- the brand. E retailing has an important part to play in the
sees. overall brand communication strategy and may be
a viable route for brands which do not have
This subject is not covered in any greater enough critical mass to generate a ‘bricks
detail here but it is an important issue and mortar’ retail partner. An e-commer-
rights owners need to address at the ce operation linked to the main site will
outset of any licensing programme. have the benefit of attracting com-
mitted supporters of the brand. This
DESIGN route will always find it difficult to
This article assumes that brand attract the impulse purchaser and
identity has already been set by it will probably do little to broaden
the brand owner and that a the reach of the brand.
style guide and brand guideli-
nes have been created for third Traditional retail offers greater
party products. exposure, potentially greater
sales levels and a higher throu-
The key area for consideration is ghput of consumers. But retail
how the logo will translate onto space is a valuable and scarce
product. Does it have too many commodity, and becoming increa-
colours? Is it difficult to reproduce on singly more so. A sports brand has to
a coloured background? Will it print on compete with all other brands for retail
material? Can it be embroidered? space. Here the overall brand awareness,
All these questions need to be addressed product mix, price points, and promotional
along with the more fundamental ones of iden- opportunities all have an important part to play.
tifying Pantone references; dimensions and iden-
tifying what other elements can be used in the product deve- PROMOTIONS
lopment. Promotional activity centred around retailers, products or event
sponsors can add enormously to awareness. Promotions are
Quite often a single logo may have high levels of recognition generally short term but can pave the way for a greater general
and awareness but if it is just one logo, what happens to retail presence than was previously possible.
licensees who want to produce different ranges.
How many t-shirts can we expect a licensee to produce if he CONCLUSION
is only allowed one logo? There may be a need to identify A successful licensing programme depends on many ele-
other images that can be used in conjunction with the logo to ments for its success. The scale and timing of a programme
add variety to a range. should be viewed against other brand communication devi-
These could include player or team images, patterns, borders ces. If correctly planned and implemented in a strategic man-
and icons used in conjunction with the logo. ner licensing can add to a brand in terms of both awareness
and income.
IMPLEMENTATION
There are three main aspects to consider in the implementa- The next big question is does an outside specialist agency
tion of a licensing programme - who is going to produce the handle the intellectual property rights exploitation or is it an
product (licensee); who is going to sell it (retailer) and what in-house function? Perhaps this will be addressed in a follow-
promotional activity is possible (promotions). up article.
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SPORT MARKETING AND MANAGEMENT

WHAT MARK
by William Sutton
MCCORMACK WOULD
SUGGEST...
William Sutton is one of the top US experts sponsors/corporate partners and how you (sender to receiver) in nature and does not
on sport marketing. Former Professor at respond to your fans and consumers are seek to solicit a response.
University of Massachusetts-Amherst, he the keys to creating a stable, successful
is now NBA Vice President Team and profitable sport organization. ▼ Can technology be utilized to conduct
Marketing. He is one of the author of the In the following bullet-point list, we will con- market research such as fan surveys? If
two books, “Sport Marketing”, and “Sport sider the best blend of technology and the survey is primarily quantitative in natu-
Promotion and Sales Management”, publi- human interaction in terms of the best sport re (ratings, scales and yes/no questions)
shed by Human Kinetics. marketing approach. then an Internet survey is a cost efficient

Author’s Note: The late Mark H.

McCormack was the founder of IMG
(International Management Group) and
arguably the father of modern sport marke-
ting. I offer this column as a tribute to Mark
and to disseminate his viewpoint and
approaches to my colleagues around the
world.

In one of his final books, “Staying Street

Smart in the Internet Age”, Mark
McCormack makes the point that techno-
logy is a tool not a means to an end. He cau-
tioned us that despite the development of e-
mail, e-commerce, the net, the Web, mobile
fax machines, cell phones, pagers, palm
pilots and so forth, - today’s business world
still hinges on the basic elements of human
interaction. Those basic elements, namely,
intelligence, creativity and efficiency have
always meant the difference between suc-
cess and failure and will continue to do so.
Technology has impacted sport marketing
by speeding up the process - not replacing
it. ▼ What are the best ways to
use technology to communica-
In working with my teams and personnel, te effectively? The best and
and on many occasions interacting with most efficient way to use tech-
consumers, I have found that personal inte- nology to communicate is for
raction and communication is very highly the dissemination of informa-
valued because for the most part, it has tion. E-mail blasts, phone bla-
become the exception, rather than the sts, web pages, schedule
norm. One could argue that because of the changes and updates, infor-
passion and emotion associated with mation about promotional
basketball, that this element of human con- activities are just some of
tact and interaction is even more critical in the types of communication
the marketing of our sport when compared made more efficient and
to mainstream products. The power of the quicker through techno-
personal touch - how you treat your logy. This is information
employees, how you deal with that is essentially is one-way
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SPORT MARKETING AND MANAGEMENT

methodology that should produce a large

sample in a short time. Or example, if a
team was considering a logo, color or
uniform change, posting designs and ren-
derings on the web site and asking fans to
vote for their preferences is an excellent
approach. If however, the issues being
researched are primarily qualitative (opi-
nion, subjective asking for interpretations)
then focus groups or personal interviews
are far more preferable.

▼ When is personal contact and interaction

the preferable approach? Simply stated, in
the majority of cases when the desired type
of communication will be in the form of an
exchange (two-way communication)
between 2 or more parties, the communica-
tion format should involve some type of per-
sonal interaction. This personal communi-
cation might not involve face-to-face con-
tact in all cases, but maybe executed via
phone conversation, or personal interaction
involving a staff member other than the ori-
ginal person to whom the message was
directed. For example, a complaint may
have been directed to the team president,
but the customer service department staff
may orchestrate the follow-up communica-
tion and interaction.

▼ Since selling is highly dependent upon

some form of interaction, what are some of
the ways that technology has impacted the
sales process? Creating web pages that
contain ticket offers and providing an easy
to follow format to place an order on-line is
one example of technology being utilized as
a stand-alone. However, many teams in the
NBA use technology to assist in the sales of the organizations that know how to business, then the Internet - with its web
process. For example, a company called effectively blend them into an effective sites that attract fans who want updated
Ballena Technology has created a Virtual communication strategy. Technology scores and more facts and statistics and
View product that becomes part of the affords the opportunity to speed up the other information adds to that growth.
team’s web site. Virtual View enables the process and to be able disseminate a ▼ We (sports organizations) are in the
web site visitor to view the basketball court variety of information in video, audio and personal service business which techno-
from a variety of available seating locations. presentation formats. Personal interaction logy can enhance, but cannot replace.
A number of NBA teams such as the invites dialogue and the exchange of ▼ The sports business is largely a one-on-
Memphis Grizzlies have the sales person ideas and viewpoints. Combining these one people business. It consists of sale-
make an initial telephone call, ask the sales two concepts provides a higher degree of speople talking to customers and mana-
prospect to log on to Virtual View and use creativity in a real time environment that gers talking to clients, each dealing with
the technology to assist the salesperson in can initiate a meaningful dialogue from the the other as an individual rather than as a
explaining the benefits and pricing of the targeted recipient. commodity or statistic. It requires a con-
various seating locations. E-mail blasts nection.
containing special offers that are then fol- In closing, I offer some of Mark ▼ No matter how tempting it is to hide
lowed up by personal contact by a phone McCormack’s beliefs and philosophies as behind technology, there’s more to be gai-
call are also popular. Phone blasts featuring they relate to communication - the core of ned by looking into another person’s face
a prominent player recording a sales mes- both interaction and technological innova- than staring at a screen.
sage, which asks the recipient of the call, to tion.
visit the web site or make a phone call to ▼ All things being equal, people will do Mark, we will miss your wit, your insight,
the sales office is also utilized in both the business with a friend - and friendship your humor and your intelligence. Most of
NBA and WNBA. comes from getting to know one another all we will miss interacting with you and
Technology and personal interaction are through personal interaction and exchan- changing the sports landscape through
not mutually exclusive and the businesses ge. deal making and creative. You have truly
that view them that way will be at the mercy ▼ If the sports business is a steady growth taken us where no man has gone before.

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SPORT MARKETING AND MANAGEMENT

RUNNING
by Kevin Pigott
A BASKETBALL
CAMP
Kevin Pigott for the past 14 years has been a
coach at Five-Star camps, the largest and
most prestigious in the US. He has coached
Fordham Prep High School in New York City
for the past 13 seasons, and he is currently
the President of the New York Catholic High
School Basketball Coaches Association.

The Five-Star Basketball Camp has been in

existence since 1966. The emphasis of the
camp has always been on teaching the fun-
damentals of the game. Many great teachers
of the game have worked at the camp.
Legendary hoop clinicians such as Hubie
Brown, Bobby Knight, Chuck Daly, Rick
Pitino, Mike Fratello, and Jack Ramsey have
taught at the camp.
Some of their more famous pupils have been
Michael Jordan, Moses Malone, Patrick
Hewing, Alonzo Mourning, Stephon
Marbury, Elton Brand, and Steve Francis.
The camp has grown from one session a
summer to a yearlong, international opera- camper in a competitively balanced envi- STATION TEACHING
tion, with over 4,000 campers each summer. ronment. No camper will be over his head The daily stations at Five-Star are the heart
The success of the camp is predicated on nor will any camper be far above his fellow of the camp. They were introduced to the
three principles. campers in any given session. camp by Bob Knight. It is here that the rudi-
First and foremost is the teaching of the fun- Third, the camp attempts to create a com- ments of the game are taught. Each camper
damentals of basketball. petitive environment that enhances the goes through a set of stations each day in
Secondly, the camp attempts to place each learning experience of each camper. which the camper learns different skills.
Usually there are four different stations a
day, each station lasting 20 minutes.
Stations consist of topics such as passing,
ball handling, shooting, rebounding,
footwork, defense, conditioning, and even
plyrometrics. At Five-Star, the teaching of
stations takes precedence over all other
activities. The camp schedule revolves
around the stations.
Besides this, every day each camper has
the opportunity to attend one voluntary
workout. These workouts come either in the
form of what is called the “Morning Mini
Lecture” or “Station 13.” Both of these are
individual workouts that last for about 70 mi-
nutes. These voluntary stations occur at ti-
mes when particular groups of campers are

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SPORT MARKETING AND MANAGEMENT

not involved in games. For example, two out

three leagues are involved in games at 4:30.
At that time, Station 13 would be offered to
the campers in the league not involved in ga-
mes. Thus, campers have the opportunity to
be involved in a learning activity even when
they are not involved in games. It is important
that in each session there are from three to
six staff members whose sole function is the
operation of these voluntary stations. These
particular staff members are hired for their
proficiency in the teaching of the fundamen-
tals of basketball.
It should also be pointed out that there are al-
so special activities in each session which
provide campers with more learning expe-
riences. These include the no-dribble tourna-
ment and the situation tournament. In the for-
mer, campers are taught how to play the ga-
me without relying on the use of the dribble.
The tournament underscores the importance
of passing, footwork, and movement without
the ball. The latter puts campers in particular
game situations, always emphasizing con-
cepts such as time, score, use of timeouts,
and number of fouls.
ch coach has to eva-
PLACEMENTOF CAMPERS IN A SESSION luate the players in the
This balance is maintained through diligent, tryout and then draft his
administrative work. Each camper is placed or her own team. A
in a session that is most appropriate for his or drafting system has
her particular level of talent. been developed that at-
This means that the camp director of recrui- tempts to keep the
ting must have his finger on the talent levels teams balanced and
of these players and direct each camper to thus competitive. The
the appropriate session. The director of re- coach picks the players
cruiting is constantly interacting with high he or she wants to
school, AAU, and college coaches. work with during the
An important source of information is also the session. During the
national recruiting services, such as the High course of the session
School Basketball Index and Hoop Scoop. campers might be mo-
It is imperative for the success of the cam- ved up to a higher lea-
per’s experience that he or she be placed in gue if they demonstrate
the appropriate session. their proficiency.
Always remember, with
PLACEMENTOF CAMPERS WITHIN A SESSION competition there are
Campers are not only placed in a particular always injuries and
session, but are also put on teams. thus spots need to be
Each session has three leagues. The younge- filled when injuries oc-
st campers are placed in the NIT. Older cam- cur.
pers are placed in the NCAA. The oldest
players are placed in the NBA. WHERE THE TEACHING
Placement is decided not only be age but also NEVERSTOPS
by talent level. The primary focus of
Each league has a tryout, which accompli- Five-Star is playing
shes two things. basketball the correct way. to put coaches at the appropriate station
Stations are the infrastructure of this that matches their particular coaching
First, it allows each player to be evaluated. Al- teaching. Not only are coaches respon- strengths. Five-Star’s strength is its tea-
beit the initial placement is often correct by sible for drafting and coaching their ching, however, the success of its tea-
the director of recruiting, tryouts provide teams, but also more importantly, they ching is contingent upon the organization
another mechanism in order to eliminate any most prepare their lesson plans as sta- of its administration. It is this organization
mistakes. Secondly, tryouts provide a base tionmasters. that enables the teaching of the game of
for creating balanced, competitive teams. Ea- It is imperative for camp administration basketball.
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SPORT MARKETING AND MANAGEMENT

by Emir Turam

THE STRUCTURE
OF THE TURKISH
BASKETBALL
FEDERATION
A former player for the Turkish National I. LOCATION
team in 215 games, Emir Turam has been the The main office of the TBF is
Director of International Relations for the at the Abdi ipekçi Arena in
Turkish Basketball Federation (TBF) since Istanbul, where the
1995. For the past year he has been a mem- President and top manage-
ber of the FIBA Europe Competitions ment are located. A second
Committee and FIBA Youth Commission. office in Ankara consists of
Turam is also an Assistant Professor of 10 TBF personnel who deal
Political Communication at Bosphorus with regional matters and
University. development activities
throughout the region, as
The Turkish Basketball Federation, founded well as with relations with
in 1959, is the sole organizer of all basketball the government. Even thou-
activities in Turkey, which includes, but is not gh there is considerable tra-
limited to: national team activities for boys vel between the two offices
and girls at all age levels; total administration by Federation officials, a
of the Turkish Division I and II Leagues for computer network linking
Men and Women; the Regional League; and the two offices helps speed daily operatons. performed within the multifaceted basketball
educational and development activities for TBF also employs regional representatives. activities of a country of 70 million people,
all components of Turkish Basketball, such These full time basketball personel help various departments have been formed
as players, coaches, referees, and mana- oversee basketball activities in 81 cities in within the TBF to manage the everyday tasks
gers. Turkey. according to their responsibilities.
The Turkish Basketball Federation is affilia- Here is a brief description of the various
ted with the Youth and Sports Ministry. The II. BUDGET departments of the TBF, including some of
primary mission statement of the TBF is “the Half of the annual budget of the TBF comes the job descriptions of the full-time person-
development of all aspects of Turkish from monies allocated yearly by the State nel.
Basketball.” The President of the TBF is elec- Sports Department, with the other half gene-
ted for a four-year term, with the Board of the rated by the TBF through sponsors and rela- 1. DIRECTOR OF THE TBF
Federation formed by the President. ted activities. All bookkeeping is subject to The office is headed by the Chief Executive
The concession rights for the 15,000-seat state auditing. Officer. Competitive business experience is
Abdi ipekçi arena was acquired from the one of the primary prerequisites for this job.
state in 1999 and are owned and operated III. DEPARTMENTS/FUNCTIONS Equipped with the authority to manage
exclusively by the Federation for the next 49 All major policy decisions are made by the everyday operations, he supervises the stra-
years. This important but necessary step has President of the TBF and approved by the tegic planning, business development, lea-
added professional arena management to Board. Since it is not possible for the gue improvement, sponsorships, and all offi-
the daily activities of the TBF. President to personally follow all the work ce activity. He assigns personel to various

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SPORT MARKETING AND MANAGEMENT

projects and guides different activities of related to the Turkish Development

all the TBF departments as needed. League, which is a regional league just
under the Division II level that is aimed
2. OFFICE MANAGEMENT & SECRETARIAT at developing players and clubs. It also
(5 PEOPLE) handles coaching activities, referee
Involves three secretaries with responsi- matters, referee evaluation and deve-
bilities concerning different departments, lopment, and relations with government
document management, and regular offi- and state officials.
ce jobs.
8. ABDI IPEKÇI ARENA MANAGEMENT
3. NATIONAL TEAMS (8 PEOPLE)
A) MEN’S NATIONAL TEAMS: (7 PEOPLE) This department is responsible for all
The General Manager of the National operations within the arena, including all
Teams is responsible for the administrati- matters related to competitions and
ve activities for all levels but concentrates ticket holders.
more on the senior level and travels with The staff also handles large entertain-
the team to major competitions. Three full- ment projects and concerts, as well as
time coaches work at different levels. non-basketball sports-related events. All
There are also administrative assistants security, cleaning, and related tasks are
and a “technical coordinator,” who ensu- outsourced.
res continuity throughout the development
phases of young players. 9. FINANCE & ACCOUNTING (3 PEOPLE)
This department, consisting of one head
B) WOMEN’S NATIONAL TEAMS (4 PEOPLE) accountant and two assistants, handles
The staff, which works closely together all bookkeeping work, cash flow matters,
with the the TBF board member in charge and relations with banks.
of women’s basketball, includes one full
time coach, two managers, and one 10. INFORMATION TECHNOLOGIES (4 PEOPLE)
women’s basketball development officer. This department is responsible for all
information technology matters, which
4. LEAGUE MANAGEMENT national federations, providing foreign include the following: maintaining the
A) COMPETITION (3 PEOPLE) institutions with a practical single target office computer servers and LAN
The League Director manages all compe- in anything they might be looking for con- network (Istanbul and Ankara offices are
tition aspects of the TBL (Men’s cerning Turkish Basketball activities. connected through the Internet); com-
Professional Division I League) as well as puter education of personnel; maintai-
the Women’s League and Division II lea- 6. MEDIA & PUBLIC RELATIONS (7 PEOPLE) ning the Internet infrastructure; over-
gues for Men and Women. His responsibi- This department is one of the largest in seeing game statistics operations; and
lities include dealing with clubs, schedu- the TBF and it is responsible for provi- looking into development projects to
ling, licensing, eligibility, and contract ding Internet content for www.tbf.org.tr ensure usage of ‘top-of-the-line’ tech-
management. All marketing and public and the more casual site www.basket- nologies. The TBF Information
relations are managed by other depart- bolseverler.com ,both which are owned Technologies Director works with two
ments of the TBF. and operated by the TBF. TBF media assistants. The statistics manager over-
experts provide content for regular TBF sees the TBF statistics team of part-time
B) EVENTS, SPECIAL PROJECTS & MARKETING press releases, and produce “20/10,” statisticians located in all the cities
(4 PEOPLE) the bi-monthly publication. Between where League games are played.
Under the close supervision of the TBF 3,000 and 5,000 copies are distributed at
Director, this section creates and imple- no charge. Specific entertainment acti- 11. ‘12 GIANT MEN’ BASKETBALL SCHOOLS
ments business development projects, vities during competitions and TBF (4 PEOPLE)
marketing and promotion strategies, events are also handled by this depart- One technical director/coach, one busi-
handles sponsorship matters and sponsor ment. ness director, and two assistants mana-
relations, and corporate sales and adver- ge this exciting new project consisting of
tising. 7. THE ANKARA OFFICE TBF managed and operated basketball
(10 PEOPLE) schools.
5. INTERNATIONAL RELATIONS (2 PEOPLE) The TBF Ankara bureau is responsible for The aim of the schools is to provide the
The International Relations Department is a broad scope of work, including but not same quality basketball content throu-
responsible for the creation and manage- limited to the organization of regional and ghout all regions of Turkey. This project
ment of international policies of the TBF. national championships for the passerel- presently involves 90 coaches and more
The department provides assistance and le, cadets, and junior categories for both than 3,000 children in 30 cities.
guidance for all the TBF departments in boys and girls every year.
the international aspects of their work, The local competitions throughout the 12. ARCHIVES (1 PERSON)
helping monitor international projects and winter in each city are not organized This department involves the preserving
specific case studies. Officials manage directly by the TBF but by the individual of all non-digital material (books, magazi-
the daily communication with FIBA and city sports departments. In addition, this nes, brochures, and videocassettes)
other international bodies as well as other department helps oversee all activities related to TBF events.

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FIBA RESEARCH AND STUDY CENTRE

OUTDOOR BASKETBALL
COURT PROJECT
by Aldo Vitale

FIBA has envisioned offering more con-

cise assistance in developing and
improving basketball facilities. An
essential part was to include a feasibi-
lity study of outdoor basketball courts.

This has become even more necessary

in view of the continuous requests from
several national federations of assistan-
ce toward their basketball development
and promotion programme.

It is well-known that outdoor courts all

over the world are the places where the
youngest players have their first con-
tact with basketball, and as this was
how all the great champions of the past
and present began, we believe that an
increase in the number of outdoor
courts will foster the development of
future champions.

There are several general requirements

concerning the features of the site
where the outdoor basketball court
should be built:

a) the site should take into account the

need for the proper orientation of the
court and any future extensions;

b) the geomorphologic characteristics

of the ground should be considered; it
should be geologically stable and flat to
limit earth movements and support work
as much as possible;

c) the site should not produce humidity

and excise moisture or be prone to floo-
ding, or at least have such a system of
surface water that only simple intercep-
tion drainage is necessary;

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FIBA RESEARCH AND STUDY CENTRE

BASKETS
A pair of baskets (at both ends of the courts with the addition
of 2-4 baskets on the lateral sides allowing that more players
can practice) fixed to the ground with one or two poles, sup-
plied with impact or collision protection measures for each
basket, placed at a height of m. 3.05 from the ground. The
distance of the pole from the end court line must be at least 1
meter.
The backboard and net must comply with the dimensions laid
down in the regulations while the choice of material must take
into account the problems of damage and wear due to the
meteorological and climatic conditions of the place where the
facility is built.

PLAYERS’ BENCHES
These must be set out on the same side as the court officials’
table.
They can be either benches or seats for coaches and players
who are temporarily not on the court. The bench area must be
marked out in accordance with FIBA rules.

COURT OFFICIALS’ TABLE

This must be set up alongside the half way line. It must be
d) the site should be protected from particular climatic condi- positioned at a distance not less than m. 1 from the side line.
tions such as winds, by building windbreaks of hedges or The length of the table can vary depending on the type of
trees, but only with suitable plants which allow comfortable competition.
shelter. It should be surrounded by hills or smaller buildings In the planning phase, it would be advisable to provide for an
that could serve as windbreakers; adjacent free space alongside the court, where it would be
possible to build a second court (and/or the building of admi-
e) the site must be in a central urban location which has a nistrative space, toilet and dressing rooms, storage space for
network of roads, integrated transport infrastructures (e.g.: equipment, and bleachers stands) in the near or distant futu-
buses, railways, or other public transportation), and it must be re.
possible for emergency vehicles to gain close access and In addition to bringing down the building costs, this would
have room for manoeuvre, in addition to orderly and effective allow savings in the management of the facility and a better
crowd dispersal; service to the user if any extension were necessary.

f) the location must allow easy use of the public services, i.e. The FIBA Research and Study Centre department is preparing
light, water and sewerage; a detailed booklet specially dedicated to the construction of
outdoor facilities which would be available at FIBA shortly for
g) last, but not least, the flexibility and multiple availability of the experts.
the court must be looked at, to allow possible multiple uses
and subsequent conversion should the need arise.

The FIBA standards are very precise, and state that courts
should measure m. 28 x 15 with a perimeter band of 2 m. The
court should be flat and free from obstacles.
For outdoor basketball courts a maximum slope of 1% is
allowed from the centre of the court to allow easy run-off of
water in the event of rain.

In outdoor basketball courts another climatic factor may

arise, that is solar radiation, heat and glare affecting players
and referees should therefore be kept to a minimum by ensu-
ring that the sun is in a lateral position with respect to the
main axis of the court of play.

Therefore, we advise a NORTH/SOUTH orientation of the main

axis with a tolerance of 10º - 15º deviation depending on the
country where the court is built.

The following equipment will have to be provided:

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DOCTORS, TRAINERS AND CONDITIONING COACHES

RADIAL SHOCK
WAVES FOR THE
TREATMENT TO THE
LOWER LIMBS
by François Tassery

by Thierry Allaire

Dr.Francois Tassery is
the team doctor for the
Division I men’s basket-
ball team, St. Thomas Le
Havre, and the doctor for
the HAC Women’s
Handball Division I team.
Dr. Tassery is a member
of both the French
Society for Sport
Traumatology and the
Association of
Basketball Surgeons,
Physiotherapists,
Doctors, and
Chiropodists (ACKMPB).

In the early 1990s, medi-

cal machines originally used in the field of urology for compressor), are administered through contact with the
breaking up kidney stones (lithotripsy) were increasingly skin and penetrate the tissue to a depth of 3 to 4 cms. It’s
used to treat pseudarthrosis and break up intra-tendinous possible to treat superficial lesions to the soft tissues with
calcifications. RSWT. It is typically used for treating heels, elbows, and
The radial shock wave device used by us, the “Swiss knees.
Dolorclast” (Electronic Radial System-EMS) produces so- The treatment eases inflammation in afflicted area and
called “radial” shock waves (Radial Shock Wave Therapy relieves chronic pain.
- RSWT). The device is very similar to the one currently
used in non-surgical treatment of kidney and gall-bladder HOW THE TREATMENT WORKS
stones. It generates strong shock waves at the treatment Shock waves probably work in two ways: mechanically and
site. chemically. Shock-wave therapy sends pulses of rapid-fire
sound waves to the site of the injury.
These shock waves, which are pneumatic in origin (air This triggers the body’s own mechanism for healing by sti-
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DOCTORS, TRAINERS AND CONDITIONING COACHES

mulating an increased blood flow to the area. Tolerance of the treatment was noted at each session.
The tissue is broken up, creating little tunnels through A functional evaluation was carried out at the last session
which new blood vessels can grow. The increased blood and six weeks later, enabling the effectiveness of the
supply allows the tissue to heal and become more flexible. treatment to be assessed by selecting one of the five fol-
The chemical action can partly be explained by the anae- lowing options:
sthetic effect during the session. Following a certain num- very satisfactory (VS), satisfactory (S), insufficient (I), no
ber of shock waves, it is likely that endorphins are relea- improvement (N), and aggravated (A).
sed locally and it’s probable that “gate control phenome-
na” enter into the explanation for healing. CONTRAINDICATIONS
There are few contraindications: pregnancy, neurological
The effectiveness of the treatment should be assessed or vascular pathologies, local infections, coagulation pro-
after the final shock wave session and then again fol- blems or ongoing treatment with anticoagulants. Children
lowing a period of 45 days. were excluded from our study.
Results (see tables)
The following is a draft of a study we recently completed
using RSWT to treat injured athletes. COMMENTS
This study, carried out on a sample of 91 highly-trained
RADIAL SHOCK WAVES FOR PATHOLOGIES TO THE LOWER LIMBS IN athletes, enabled us to analyse the effectiveness of treat-
91 INDOOR SPORTS ATHLETES ment using radial shock waves.
In a study carried out over a period of six months, we used No medical condition was aggravated by the RSWT.
a radial shock device (Swiss Dolorclast) in the treatment of Very satisfactory results were obtained with a limited
pathologies specific to the lower limbs of athletes partici- number of sessions and a short duration of treatment (15
pating in indoor sports (basketball, handball, and volley- days). We believe the sooner treatment with shock waves
ball). is started, the more effective the treatment will be.
91 athletes taking part in competitions and aged from 18 to In the case of patellar and Achilles tendinitis, the shock
40 were involved in this study. waves made it possible to intensify physiotherapeutic

VS+S I+N A Observations VS+S I+N A Observations

Patellar tendinitis 100% 5 high-level athletes Periostitis 100% 15 high-level athletes
n=7 7 n = 22 22
no. of sessions: 3 5 very good results no. of sessions: 3.1 15 very good results

VS+S I+N A Observations VS+S I+N A Observations

Achilles tendinitis 89% 11% 17 high-level athletes After-effects 100% 4 high-level athletes
of muscular tears
n = 37 33 4 n=4 4
no. of sessions: 3 17 very good results no. of sessions: 1 4 very good results

VS+S I+N A Observations VS+S I+N A Observations

Plantar fasciitis 90% 10% 14 high-level athletes Stress fracture 100% 1 high-level athlete
pseudarthrosis
n = 20 18 2 n=1 1
No. of sessions: 3 17 very good results no. of sessions: 4 1 very good result

PROTOCOLS treatment (eccentric massage, stretching) and thereby

The treatment was of short duration: a maximum of 4 to 5 preventing the risk of recurrence.
sessions, twice a week for high-level athletes involved in
competition. We used 2000 to 3000 pulses on each athlete, Other physical agents (ultrasound, physiotherapy) may be
on average. The frequency varied between 9 Hz and 14 Hz enhanced following treatment with shock waves.
according to the injury and the region to be treated. The Shock wave therapy coupled with other treatments ena-
pressure exerted by the compressor remained between 1.8 bled all the high-level athletes to continue training and
and 2.5 bars. competing in their sport without interruption.

The shock waves were, for the most part, used in combi- CONCLUSION
nation with other medical treatments typically used in The success rates we obtained with treatment of such a
treating the ailment. Progress was assessed by clinical short duration seems to us to be worthy of interest as an
examination and with the aid of a questionnaire which eva- effective, non-invasive treatment method with very few
luated the quality of everyday and athletic activities. side effects.
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DOCTORS, TRAINERS AND CONDITIONING COACHES

HOW TO IMPROVE
FOOT SPEED
by Francesco Cuzzolin

Francesco Cuzzolin, since 17 years, is a strength and conditioning walking or running surface.
coach. He worked for Benetton basketball team in Treviso, then he The next step is to see if there are any restrictions on ankle range-
went to Virtus Bologna and since two years is back to Benetton. of-motion and eventually, to find out what has caused that limitation.
He is also a consultant for the Research Center of Technogym, the According to many researchers, the ankle should have:
wellness machine manufacturer. ▼ Dorsal flexion of approximately 30°
▼ Plantar flexion of approximately 50°
For a sport such as basketball, where the physical movements of ▼ Inversion (internal rotation)
each athlete are performed in confined spaces, pushing and sho- of approximately 35°
ving against bigger and quicker players, developing “strong” and ▼ Eversion (external rotation)
“quick” feet offers a decided advantage. When feet are trained for of approximately 15°
speed, the player enhances balance and reaction on the floor. Think These are only some indications and considering the parameters,
of it like putting the right tires on a Formula One racecar and then it’s possible to arrive at some answers regarding the player’s feet. If
achieving maximum power and performance. there are some limitations, it’s important to understand what has
But, what does it mean to develop foot “speed”? And is it possible
to train and enhance this attribute? Which are the best drills? Are
there more specific exercises for a basketball player?
Every basketball coach has his own answer to these questions.
Some prefer specific basketball drills, while others employ special
drills taken from a variety of sports. I believe there are many drills
from different sports that will help enhance foot speed. But to get
the best results, especially when working with young basketball
players, it is best to follow a specific work sequence.
I will divide my suggestions on enhancing foot speed into four pha-
ses, with each varying in intensity based on the age of the athlete
and specialization level:

1. Functional
2. Proprioceptive
3. General Coordination
4. Specific Coordination
During the functional phase, each foot is evaluated. It is noted if the
foot is flat, arched, pronated, supinated, or has any other particular
characteristics. I then evaluate ankle mobility and strength of the
main muscles.
The earlier this evaluation is performed, especially when the player
is still young, the better the overall results of the training program
will be.
Understanding an athlete’s foot morphology is important for the
coach because it allows him to understand any difficulties that the
athlete might encounter in the future.
The findings of the detailed foot exam will lead to specific foot and
ankle exercises, or, if necessary, the recommendation that the ath-
lete use orthotics to improve his foot placement.
Orthotics are special shoe inserts that are intended to correct an
abnormal, or irregular, walking pattern. Orthotics perform functions
that make standing, walking, and running more comfortable and
efficient, by altering slightly the angles at which the foot strikes a
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DOCTORS, TRAINERS AND CONDITIONING COACHES

created them and then work to overcome them. Since drills on this equip-
In these situations a physiotherapist, podiatrist, osteopath, or ment are performed at
orthopedist can help evaluate each movement and alignment of maximum speed, do not
the bones of the foot. have the athlete perform too
As far as muscle strength goes, it’s important to create maximum many repetitions or he will
muscular tension that can lead to proper mechanical motion. become overfatigued. Only
Therefore, it is important to test the strength of the specific muscles when the player gets used
involved in foot movement. These include the: to performing the exercise
▼ Gastrocnemius and his fitness improves,
▼ Soleus the number of repetitions
▼ Tibia can be increased.
▼ Peroneal muscle group These specific drills improve
It’s well known that the ankle sprain is the predominant basketball neuromuscular control of the feet, producing better and faster
injury and that veteran players will have multiple sprains during the postural control, which then creates the ideal conditions for the
course of their careers. Players often practice and play with ankle quickness drills. Previously, only drills for basic athletic coordina-
braces or with heavily-taped ankles. Even so, they often have insta- tion, such as exercises for improving running technique or jumping
bility or poor functional limitation, and this often brings on more rope (most boxing-specific drills are excellent), could be suggested.
ankle problems. Know your players and their feet. If you don’t, you A special note must be injected here about foot drills using stairs
may end up prescribing the (stairs drills) or simply using a step.
wrong drills for them or have The step height should not be higher than 15-20 cm.
them doing drills out of proper This height is easily attainable by most and permits a short contact
sequence. time contact between the step and the balls of the feet, just as if the
Proprioception is an automatic athlete was running. If the step is too high, the athlete will use his
sensitivity mechanism in the knee and hip flexors more than the feet, and that is not recommen-
body that sends messages ded.
through the central nervous When working specifically with young players, drills emphasizing
system (CNS). The CNS then running technique will help improve their quickness.
relays information to rest of the However, when working with much more specialized athletes, dril-
body about how to react and ls should be more specific for basketball.
with what amount of tension. Basketball players can “train” for It’s necessary, then, to use drills that are similar to the game and
proprioception in the quest for efficient everyday movements with require specific basketball-type coordination. To reach this goal, I
their feet. Proprioception is initially an unconscious act, but it can usually prefer these following drills:
be enhanced with training. ▼ Stepping (photo 2)
Specialized sensory receptors in the muscles, joints, and connec- ▼ Bouncing
tive tissues enable the body to process information from a variety ▼ Quickness (photo 3)
of stimuli, and turn that information into action.
During the proprioceptive phase, athletes should work with When performing the stepping drills, the athlete should repeat
muscles that control and stabilize the ankle joint and enhance their them with increasing speed, alternating his steps, while keeping
capacity to react quickly and correctly to the stimulus sent from the the same sequence. One example could be to overstep a front line,
ligaments, tendons, and muscular and capsular receptors. before with the right foot and after with the left one, coming back
Drills that can improve proprioceptive control of the joints are at the starting position always in the same way.
usually only suggested when rehabilitation is concerned, but they There are a lot of “stepping” or “line step” drills that can be utili-
can play a big role in training for fast feet. Here’s a work sequence zed, with many combinations.
that can improve this capacity: I consider these drills very helpful when beginning a program,
▼ Passive feet mobilization and sensitization when the athlete may not be highly coordinated.
▼ Balance drills on both feet, both static and dynamic As he learns to do them correctly, his speed will increase and then
▼ Balance drills on both feet and different support it’s time to try something else.
bases, in a static and dynamic way Bouncing drills are a stepping evolution. I like to have the athletes
▼ Balance drills just with one foot land on both feet at the same time.
▼ Balance drills on one foot and different support base, One specific drill is to have them going from the left side to the right
in a static and dynamic way; side and back, pushing simultaneously with both feet but close to
▼ Balance drills in which the athlete tries to go off balance the floor while maintaining balance.
▼ Drills where someone else tries to throw the athlete These drills work the whole body, specifically the muscles that
have to stabilize in order for the feet to have dynamic action.
off balance
Perform each exercise at maximum speed for no longer than 8 to
▼ Balance drills from a dynamic situation (photo 1)
10 seconds.
While learning stepping and bouncing drills, the athlete can watch
his feet or watch in front of a mirror as he goes through the drills.
HOW TO PERFORM
As soon as drills have been learned, the athlete is no longer
Each drill on the mini-
allowed to look at his feet. He is to “feel” his feet, understand
trampoline lasts
where they are in relation to the rest of his body without looking
between 6 and 10
down and while increasing the speed of the drill.
seconds, with a reco-
This sequence of the drills now follows a logical progression. It’s
very period that is three
not necessary to work every athlete with every drill but it’s up to the
to four times the
coach or the conditioning coach to implement what’s needed,
working period.
depending on the specific needs of their athletes.
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DOCTORS, TRAINERS AND CONDITIONING COACHES

REHABILITATION OF the
ANTERIOR CRUCIATE
LIGAMENT

by Mladen Maksic

Dr. Mladen Maksic is a specialist in

orthopaedic surgery and traumatology
at the Institute for Orthopaedic
Surgery and Traumatology of the
Clinical Center of Serbia. He is also
the team doctor of the Partizan
basketball club in Belgrade, a divi-
sion I team in Serbia and Montenegro.
Dr. Maksic is a member of both the
medical staff of the men’s national
team and the Olympic Committee of
Serbia and Montenegro.

Arthroscopic reconstruction of a torn

anterior cruciate ligament (ACL) of the
knee is a widely accepted treatment
for a patient with symptomatic knee
instability. The rates of good or excel-
lent long-term results (restoration of
stability, pain relief, elimination of “give activities was not permitted until nine
away” symptoms, and return to pre- to 12 months following surgery. In 1990,
injury level of function) have been an accelerated rehabilitation approa-
reported to be between 75% and 90%. ch to ACL repair was first reported.
A scientifically-based and well-desi- The patients who followed this treat-
gned rehabilitation program following ment exhibited better strength and
successful ACL surgery plays a vital range-of-motion (ROM), had less
role in the functional outcome of the patellofemoral complaints, and an ear-
reconstructed knee of an athlete. lier return to sports. This is the approa-
ch we now use in ACL rehabilitation.
Rehabilitation following ACL injury and
surgery has undergone an evolution in Whenever possible, we begin our
the past decade. In the past, the rehabilitation program long before sur-
recommended treatment to protect gery. The basic pre-operative goals
the healing knee included six to eight are to reduce pain, inflammation, and
weeks of immobilization, eight to 12 swelling; restore normal range-of-
weeks on crutches, and the avoidance motion, normalize gait, and prevent
of early isolated quadriceps contrac- muscle atrophy. Patient education is
tions. Furthermore, a return to sporting another critical aspect of the pre-ope-
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DOCTORS, TRAINERS AND CONDITIONING COACHES

rative rehabilitation and we use it to prepa- Pain can be

re and educate the patient on both the reduced through
upcoming surgical procedure and the all- the use of
important rehabilitation. cryotherapy and
analgesic medi-
Postoperative rehabilitation begins imme- cation, along
diately following surgery with immediate with therapeutic
motion. Full passive knee extension is modalities, such
emphasized, along with a gradual restora- as electrical sti-
tion of flexion range-of-motion. Partial wei- mulation.
ght bearing without a knee brace is Tr e a t m e n t
allowed, as tolerated, immediately following options for swel-
surgery, with a progression to full weight ling reduction
bearing without crutches by four to six include cryothe-
weeks. Closed kinetic chain proprioceptive rapy, high-volta-
and strengthening exercises are initiated ge stimulation,
during the first two weeks following sur- and joint com-
gery. Neuromuscular control drills are gra- pression through
dually advanced to include dynamic stabili- the use of a knee
zation and special training (week two to sleeve or com-
three), and light plyometric jump training pression banda-
(week eight). Functional activities, such as ge.
running, begin on week 12 to 14, jumping on dissipation of the surrounding stabilizing
week 14 to 16, and cutting on week 16 to 18. Inhibition of the quadriceps muscle is a muscles and avoids knee hyperextension.
Finally, a gradual return to athletic competi- common clinical enigma in postoperative The drills then progress to include ankle
tion for running and cutting sports, such as ACL reconstruction patients, especially in hops; jumping in place; lateral, diagonal,
baseball, football, tennis, and soccer can the presence of pain and swelling during and rotational jumping; bounding; and skip
occur at approximately five to six months, the acute phases of rehabilitation. lunging. With increased knee strength, this
and, to jumping sports, such as basketball Electrical muscle stimulation and biofeed- is followed with the addition of single and
and volleyball, at six to eight months. back are often incorporated with thera- multiple box jumps. We usually begin plyo-
peutic exercises to facilitate the active metric activities with two-leg jumps, pro-
One of the most common complications fol- contraction of the quadriceps muscles. gressing to single-leg jumps.
lowing ACL reconstruction is motion loss,
particularly loss of full knee extension. We begin using proprioceptive training The final aspect of rehabilitation involves
Thus, one of the primary goals of rehabilita- during the third postoperative week, pen- enhancing muscular endurance.
tion involves achieving full passive knee ding adequate normalization of pain, swel- Proprioceptive and neuromuscular control
extension immediately following surgery. ling, and quadriceps control. Proprio- has been shown to diminish once muscular
Specific exercises utilized include manual ceptive training begins with basic exerci- fatigue occurs. Exercises such as statio-
passive range-of-motion exercises perfor- ses, including joint repositioning and clo- nary bicycling, stair climbing, elliptical
med by a rehabilitation specialist, supine sed kinetic-chain weight-shifting. Weight machines, and slide boards may be used
hamstring stretches with a wedge under shifts may be performed in the medial-late- for long durations to increase muscular
the heel, and gastrocnemius stretching with ral direction and in diagonal patterns. endurance. High repetition, low-weight
a towel. resistance training exercises can also help
To facilitate dynamic stabilization and build muscular endurance.
The loss of patellar mobility following ACL neuromuscular control of the knee joint,
reconstruction may be caused by various plyometric jumping drills may also be An overly-aggressive approach early in the
factors and may result in range-of-motion performed. Plyometrics are physically rehabilitation program may result in increa-
complications and difficulty recruiting qua- demanding and are only to be performed sed pain, inflammation, and swelling.
driceps contraction. Patellar mobilizations by the highly competitive athlete. Therefore, rehabilitation should involve a
are performed by the rehabilitation specia- Plyometric exercises utilize the muscle’s progressive application of therapeutic
list in the medial-lateral and superior-infe- stretch-shortening properties to produce exercises designed to gradually increase
rior direction in order to prevent this from maximum concentric contraction fol- function in the post-operative knee. This
happening. lowing a rapid eccentric loading of the progression of weight-bearing and range-
muscle tissues. of-motion restoration helps insure that
Although full passive knee extension and Plyometric activities are typically initiated complications such as excessive motion
patellar mobility are two of the primary during week eight with plyometric jumping restrictions or scar tissue formation are
goals during the first week of rehabilitation, on the leg-press machine. The leg-press avoided while progressing steadily without
controlling postoperative pain, inflamma- machine is used to control the amount of overstressing the healing tissue. This sim-
tion, and swelling are also critical immedia- weight and ground reaction forces as the ple concept may also be applied to the pro-
tely following surgery. This will help prevent athlete learns how to perform jumping dril- gression of strengthening exercises, pro-
long-term complications involving range- ls correctly. The patient is instructed to prioception training, neuromuscular control
of-motion, voluntary quadriceps control, land softly on balls of the feet with the drills, functional drills, and sport-specific
and a delay of the rehabilitation process. knees slightly flexed. This maximizes force training.
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MINI-BASKETBALL, SCHOOL GAMES AND ACTIVITIES

LET’S
PLAY MINIBASKET
Teaching or Coaching?
ranging from schoolwork, time on the Internet, and the
study of languages. But what about play? Children need to
be active and “play.” By playing basketball-not working on
repetitive basketball drills-they will come to learn the
by Carlos Pampanini
basics and the tactics of the game.
This little bit of “ trial and error” that a young player goes
through by playing basketball and having to make decisions
will allow him to come up with answers to the variety of
problems that the game offers.
Carlos Pampanini coached in the Division I League. He As coaches, our duty is to create, by means of the game,
is currently an instructor in mini-basketball and formati- adequate opportunities for learning for the developing chil-
ve classes in the Argentine Basketball Confederation dren, but it doesn’t mean ignoring the basics.
and an advisor to both the Argentine Commission and the Teaching and training are generally confusing concepts.
South-American Mini-basketball Commission. He lectu- Teaching means introducing new concepts.
res frequently at national and international basketball Training means but to train is to automate and correct
clinics and courses. He is the co-author of the “Manual known concepts, and there, is the difference.
of the Basketball Coaches Classification” for levels I It’s really too that, while children are growing and their
and II of the Argentine Basketball Confederation. knowledge is increasing, the “amount” of training increa-
ses too, how it reflects, as a synthesis, in the graphic.
Over the past few years, much has been written about While the child grows, his basic knowledge increases too,
mini-basketball and of the best ways to teach it. Based on and his actions and expressions are improved with the pass
my own experience, which comes from coaching the
sport and listening to hundreds of coaches at clinics over
the years, more time is dedicated to the practice and cor-
rection of the fundamentals.
At first, this initial premise might be understood to be
positive, but to clarify my statement, I have to say that I
am not against the development and teaching of basket-
ball basics. It’s exactly the opposite! I think that basket-
ball basics are “the keys that open all the doors” in this
game.
I think that the most important thing for a coach to care
about is what is best for the child. The coach has to rea-
lize that young children are able to express their indivi-
duality through the game, and that through basketball
they can come to learn how their bodies work. Finally,
basketball is a way of communication and learning for of the time, “trained” each time better.
young children, an important medium that allows them to At ages of six and seven, the motor and perceptive abilities
socialize and grow. must be developed by playing with the own body, in small
However, a big problem will develop if coaches restrict places with great dimension elements.
themselves to only practice sessions with repetitive The technique of the basis is not important, but it really is
basketball drills. When they do this, they run the dange- that the child develops his ability to run, to jump, to catch
rous risk of: and to throw.
1) making the children so bored that they quit basketball At the of eight and nine, it is necessary to continue develo-
and avoid other organized sports, and ping the basic motor diagram, in this form, gradually, it will
2) preventing children from coming to understand the be specific abilities.
true sense of the game. Dribbling, throwing, passing and defense (in this methodo-
Children have many opportunities with their free time, logical order) are gradually teach at this ages.

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MINI-BASKETBALL, SCHOOL GAMES AND ACTIVITIES

The idea of time and distance, about the knowledge of the At the other half of the court, several obstacles are irregu-
offensive basics and the possibility to play in a team, with larly placed. The game begins and children dribble their
respect to definite rules. basketballs, changing hands and direction on the court as
At ages of 10, 11, and 12, the motor abilities continue deve- they move around the obstacles.
loping. The basics are making perfect and the corrections At the teacher’s signal, they run to the other side in the
are more analytic. playing court to find a hoop to sit in. The player without a
ring to sit in is eliminated.
Like an example, we will present four games to teach the
dribbling and some options: Variation 2: Lay-ups are performed on one half of the court.
At the teacher’s signal, everyone runs to the other half of
D.1 1) INSIDE AND OUTSIDE the court to find a hoop to sit in.
Main objective: pro-
gressing dribbling Variation 3: This game is played with music. When the
Equipment: one ball for music stops, everyone dribbles to the other end of the
each player. court to find a seat.

How to play: All D.3 3) THE FOUR

players, each with a CORNERS
ball, run around the O b j e c t i v e :
playing court bouncing Dribbling speed,
the ball. rhythm changes,
At the order “inside,” court sense, and
all run to the center cir- direction.
cle (continuing to boun-
ce the ball the whole Equipment: One
time). ball for each
At the order “ outside,” player.
everyone runs on the How to play: The
outside of the court, players are placed
dribbling the ball the on four teams, with
entire time. (diagr. 1). one team at each
corner of the half court.
Variation 1: Players At the teacher’s signal, each team must run while dribbling
switch dribbling hands when they arrive at the corner of the ball.
the court. The orders are: “red”, which means running towards the
right, “green”, which means running towards the left, and
Variation 2: The teacher tells the players to go to different “blue”, which means running on a diagonal.
places on the court. After this first phase, the orders will change for the dribbling.
“1” means to run backwards to the right; “2” means to run
D.2 2) THE OCCUPIED HOUSE backwards to the left; and “3” means to run backwards on
Main objective: Non- the diagonal. (diagr. 3).
stop dribbling, imme-
diate response to a D.4 4) RACE
command. O b j e c t i v e :
Changing hands
Equipment: Enough while dribbling.
gymnastic rings (hula- Equipment: One
hoops) or chairs for all ball for each team.
but one player. One
ball for each player. How to play: The
players are divided
How to play: The gym- in two teams.
nastic rings are distri- Each team lined up
buted and form a circle on the court. The children run and each player
around the circle while dribbling their basketballs. At the extends outside
teacher’s signal, each player must sit within a hula-hoop. the arm at the
The player that doesn’t have a ring to sit in is eliminated. shoulder’s level and grabs the hands of the other teammates
One of the hoops is taken away, and the players begin drib- at his left and right side.
bling again. The game is finished when there is one player The last player of each team has a ball, and, at the whistle of
left on the court (diagr.2). the teacher, dribbles in and out under the teammates’ arms,
changing the dribbling hand, until he reaches the end of the
Variation 1: The hoops are distributed irregularly on one line.
half of the playing court. The second players makes the same moves (diagr. 4).

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MINI-BASKETBALL, SCHOOL GAMES AND ACTIVITIES

school games
and activties D.1

“21” game. Each player is given three attempts

Divide the children into two teams and line from each shooting position. If they miss all
them up at the two free-throw lines. At your three, they still move on to the next position
signal, the first child in each line starts to (diagr. 2).
shoot free-throws. Two points are awarded
for each basket that is scored. If the shot is “THE TRIANGLE”
missed, the child must run in, get the rebound, Divide the children into two teams (one ball
and shoot the ball. One point is awarded for for each team) and line them up under the two
the rebounded shot. The next child in line baskets, as shown in the diagram.
begins to shoot when the first has either made Mark three shooting positions (to the right,
a basket or used up his or her two available from the half circle, and to the left) on the
shots. The team which court and start the game
first scores 21 points wins when the instructor gives
the game (diagr. 1). the signal. The child can-
not move on to the next
“AROUND THE WORLD” position until he or she
Mark several shooting scores a basket (three
positions on the court non-consecutive shots
(numbered progressively) can be taken). D.2
and begin the game near The team which first suc-
the basket. If the child cessfully passes through
makes the first basket, he all three shooting posi-
or she moves to the next tions wins the game. It is
numbered position on the not possible to advance
court to shoot again. The to the next shooting posi-
next player begins after a tion unless all members
shot is missed. The child of the team have made a
who first manages to basket at the previous
score a basket at each of position or have they
the shooting positions- have used up all the
and makes the journey shots available to them
around the world-wins the (diagr. 3).

BASKETBALL FOR YOUNG PLAYERS

Guidelines for Coaches
This very useful 364-page book published by FIBA is aimed not only at basketball coa-
ches who work with young players, but also at schoolteachers who want to learn
more about basketball and discover ideas for games and drills to use during their les-
sons.
Written by some of the top experts, the book clearly explains how to teach basketball D.3
fundamentals, drills, and strategy, with suggestions of how to teach the game to chil-
dren as young as six. The book is available in English and will soon be published in
French at the cost of e. 20, plus shipping and handling costs. For more information,
please call FIBA at ++41-22-545.0000 or fax at ++41-22-545.0099.

In the near future, it will be possible to download a Chinese, Russian, Arabic, or

Spanish version of the book. Keep checking the FIBA Internet website (www.fiba.com)
for the latest information. Several Federations (Serbia, Bosnia & Herzegovina, Sweden,
and Latvia) already have the book written in their native language. Contact these
Federations directly for more information.

FIBA ASSIST MAGAZINE | 03 2003 | PAGE 65

FIBAASSITS03_66 28-07-2003 11:19 Pagina 37

LETTERS TO THE EDITOR

PLAY
WITH US
SEARCHING FOR THE FIRST ISSUE a big collection of basketball books, magazines, and
First of all, thanks for a great magazine. I’m now articles. Is your magazine only published on the
trying to find the first issue of FIBA Assist magazine Web, or there is a printed version? If you have a print
on the Internet. Is there an archive on your site version, I will be glad to subscribe. Would you kindly
where I could find it? let me know?
Regards Seyefeddin Kustimur, New York City, NY, USA
Aydin Alptürk, Stockholm, Sweden
I am a Sri Lanka national basketball player and I have
Congratulations on the publication of your new already learned a lot from your drills and fundamen-
magazine. I’m sure it will be extremely beneficial to tals articles in your magazine. In my country, we
many readers. I was very pleased to read the don’t have any basketball publications like yours. I
second issue. Unfortunately, I cannot get hold of the would like to know if it is possible to subscribe to
first issue. Is it possible to mail it to me, or there is FIBA Assist magazine.
any other way I can get hold of it? I.P. Eranga Weerashinge, Gorakapola,
Thanks Regards Panadua, Sri Lanka
Andrea Kapoulas, Head Basketball Coach,
University of Bath, Bath, United Kingdom We are glad to receive requests for subscriptions,
but actually we have only the Internet version of the
These are only some of the letters from our readers magazine currently available for the public.
asking where they can find the first issue of FIBA We ship the printed magazine to all the 212
Assist. Here is the way to reach the archive of FIBA Federations affiliated with FIBA, as well as to top
Assist magazine. On the left side of www.fiba.com basketball associations and media around the world.
homepage you will find the section “News.” Clicking To date, we have published three issues of the maga-
on it, a page with the magazine cover and contents zine and we do not plan to offer a subscription ver-
will open up. At the end of the column you’ll find the sion to the public.
Archive with the first issue. If, in the future, our plans change, we will be sure to
make that announcement.
SUBSCRIPTION’S REQUESTS
I am the team manager of the champion University Editorial Office: Cantelli Editore, V. Saliceto 22/E, 40013
basketball team in the Philippines and I would like to Castelmaggiore (BO), Italy
know how to subscribe to FIBA Assist. Our coaches, Tel.+39-051-6328813- Fax +39-051-6328815
strength and conditioning staff, and players find Editor-in-Chief: GIORGIO GANDOLFI
your magazine very helpful. Thank you very much. E-mail: [email protected]
Simon C. Mossesgeld Note: Readers who wish to send technical or non-techni-
Team Manager, Ateneo de Manila, University cal articles are kindly requested to read the information in
Basketball Team, Manila, Philippines the box INVITATION TO THE READERS on page 4 (or onli-
ne at www.fiba.com).
Your magazine is great. I am 62 years old and I have
PAGE 66 | 03 2003 | FIBA ASSIST MAGAZINE