Académique Documents
Professionnel Documents
Culture Documents
ASSIST10
borivoje cenic
serbia and montenegro
youth program
OLYMPIC GOLD MEDAL
tony khalil
development in lebanese
women’s basketball
oliver purnell
the “wall” defense
ARGENTINA:
sergey chernov and
valery lunichkin
russian basketball
coaches association
tim garl
THE OFFENSE
lower leg pain in
basketball players
EDITORIAL
TRAINERS
Refereeing the Defense 40 Lower Leg Pain in Basketball Players 61
by Fred Horgan by Tim Garl
AUGUST 05
tba African Championship for Men in Cote d'Ivoire *
tba Asian Championship for Women*
05 - 14.08 FIBA U21 World Championship for Men in * These championships qualify for the FIBA World Championships
Cordoba and Mar del Plata, Argentina 2006 in Japan and Brazil.
ONE-ON-ONE:
by Ganon Baker
CREATING SPACE
Ganon Baker, former assistant coach SEQUENCE 1
at Hampton, Belmont Abbey, and
Coastal Carolina, and President of
the “Shake n’Bake Basketball
Services”, he was also player-coach
of a team in Iceland. He teaches one-
on-one moves at camps and clinics
all over the US, and he was also invi-
ted to give clinics in Australia. He
produced two videos on these moves
with Championship Productions.
SEQUENCE 3
SEQUENCE 4
are, form a 90 degree angle and your back (i.e. right hand - right foot, left hand - left THE MOVES
is straight like a steel rod. Don’t bend over, foot) and use the opposite hand to shield 1. JOHN STOCKTON (STUTTER JAB)
bend down. off the defender (“chicken wing”). Keep Drive at the defender with the right hand,
2. Keep your eyes and head up. the ball close to your body. Plant or stop jab or step to the side with the left foot,
3. Dribble hard at knee level. with the lead foot and use “chicken wing” then keep going right (sequence 2).
4. Step with the lead foot on first step to keep defender away from the ball Stationary practice: continuous jab step to
when you execute the move on the run (sequence 1). the side with the left foot - hard dribble
SEQUENCE 5
SEQUENCE 6
with the right hand (each drill done for 30 right. Stationary practice: go continuous
seconds on each side, and then switch Stationary practice: dribble 3 times between the legs, then behind the back
direction). between the legs, then switch or scissor (sequence 4).
feet and repeat the process (sequence 3).
2. TRACY MCGRADY 3. KOBE BRYANT 4. KOBE BRYANT
(DOUBLE BETWEEN THE LEGS) (BETWEEN THE LEGS - BEHIND THE BACK) (BETWEEN THE LEGS - CROSSOVER)
Attack the defender dribbling with the Step with the left leg, the right hand Step with the left leg, the right hand
right hand - go through the legs to the left between legs, to the left hand, then the left between the legs to the left hand, then the
- the left foot planted in front, then back hand to the right hand behind the back, left hand to the right hand crossover in
through to the right hand - keep going step with the right leg. front, step with the right leg.
PAGE 08 | 10 2004 | FIBA ASSIST MAGAZINE
SEQUENCE 7
SEQUENCE 8
Stationary practice: go between the legs, direction (sequence 6). tion (sequence 7).
crossover in one spot (sequence 5).
6. MIKE BIBBY (DOUBLE BEHIND THE BACK) 7. LEBRON JAMES (CROSSOVER THEN UNDER
5. KOBE BRYANT Plant the left foot, dribble with the right LEGS)
(BEHIND THE BACK - CROSSOVER) hand to left, below the buttocks, then the Drive right with the right hand, crossover
Step with the left foot, the left hand to right left hand back to the right hand. The wrist to the left, plant the left leg, bring the ball
hand, behind the back, then right to left snaps and the ball is thrown, while step- under and through the left leg to the right
hand crossover, step with the left foot. ping right and left. hand, and go or shoot jumper.
Stationary practice: go behind the Stationary practice: go continuous Stationary practice: do continuous cros-
back, then crossover, and then switch behind the back, and then switch direc- sover and under leg (sequence 8).
FIBA ASSIST MAGAZINE | 10 2004 | PAGE 09
FIBA EUROPE
COACHES - FUNDAMENTALS AND YOUTH BASKETBALL
SERBIA AND
by Borivoje Cenic
MONTENEGRO
YOUTH PROGRAM
Borivoje Cenic is a Professor at the a. Selection Group skills, and tactical skills.
Coaches Basketball Academy of the b. Preparation Group Club coaches attend these practices
Serbia and Montenegro Federation. He c. Competition Group and receive instructions for the club
coached top division men’s teams in In addition, there is also mini-basket- practice plan that has been also desi-
the former Yugoslavia, Greece, and ball for players 7 to 10 years old. gned for individual improvement.
Kuwait. He coached the Radnicki Bel-
grade senior women’s team to four SELECTION GROUP REGIONAL TOURNAMENTS
championships. With the senior wo- This consists of players 11-14 years old. At the end of the season there are Re-
men’s national team, he won one silver Boys start to be selected when they are gional Tournaments for the Young Pio-
medal at the European Championship, 11 because their psychophysical status neers (11 and 12 years old) and Older
and with the women’s junior team, he enables their gradual introduction into Pioneers (13 and 14 years old), and the
won two silver and two bronze medals the training process. best players are then gathered within
at the European Championships. He This Selection Group program is run in the Regional Teams.
was honored by the Serbia and Monte- a total of 11 regions, 8 in Serbia and 3 in
negro Coaches Association for his life- Montenegro.
time achievement for coaches.
NATIONAL DEVELOPING
Practices are held twice a month (from TRAINING CENTER (DTC)
THE PLAN September until mid-June) and last one
day. The players are put into four sepa- 1. SELECTION GROUP
The organization of youth programs in rate groups based on their age (11, 12, At the end of the season, the best
Serbia and Montenegro is based on a 13, and 14), and they have a total of 12 players of each Region are choosen,
wide selection that is expanded in such practice sessions. Each year, 20 of the and sixty of the most promising players
a way that no talented player could top players for their age group are invi- of all age groups from all the Regions
ever be left out. ted to participate in regional competi- are invited to practice at the National
We are a small country and have a tions. Developing Training Center.
small number of possible candidates for The young players practice twice a day,
our national teams. REGIONAL TECHNICAL STAFF for a total of four hours.
Each year we lose our top players to Each Region has its staff, formed by: They also undergo physical and techni-
other European and the NBA clubs. cal skill tests.
In order to solve this problem, we have 1. Regional Coordinator, who is in con- The best players are invited to join the
chosen a more intensive and quicker stant communication with all club Preparatory Group, while those players
development of top players through in- coaches and the Federation’s head who are not selected will continue to
creased training periods, which helps coordinator of this program. practice throughout the summer to
create a wide selection net. The high further improve their skills.
world ranking of our national basketball 2. Two coaches for each age category.
teams creates much interest among the 2. PREPARATORY GROUP
younger players. The Regional Coordinator checks the The Preparatory Group includes poten-
The number of the players has increa- practices and club competitions and tial candidates for the Cadet National
sed over the course of years. Today we selects the players. team (15 and 16 years old).
have 1,025 teams with 15,610 licensed There are more than 2,000 boys that They practice four times a year for a to-
players. take part in the four-year training pro- tal of 60 days.
cess. The number of players in this Group is
ORGANIZATIONAL SCHEME lowered to 30 and this number decrea-
The training process is performed in th- The training process within the Region ses even further after several training
ree groups: includes testing of technique, physical selections.
▼ Head coach.
▼ Two assistant coaches.
▼ A medical doctor.
▼ A physiotherapist.
▼ One senior coach, who acts as a
team leader.
LOCAL COMPETITIONS
Based on ages, the competitions are
divided into the following categories:
THE AIM
Although there were great results, as
well as failures, at the international
competitions, we can say that the basic
aims for the growth of young and high
quality players was achieved and the
results back this up.
INTERNATIONAL RESULTS OF
THE YOUTH NATIONAL TEAMS
CADET NATIONAL TEAM
The Cadets national teams won the Gold
medal at the last four European Champion-
enough time to practice or partici- OFFENSIVE TECHNIQUE ▼ Creating the habit to always see the
pate in games, which slows their ▼ Ballhandling. ball (on offense and defense).
progress. ▼ A player with the ball must always
▼ One count stop. watch the basket.
4. This stops their normal process of ▼ A defender mustn’t allow the offen-
technical development, and affects ▼ Catching and holding the ball. se player to beat him with the drib-
their psychological growth and con- ble or shot.
centration. ▼ Passing:
a. Chest pass with two hands, directly PHYSICAL PREPARATION
YOUNG NATIONAL TEAM or off the dribble; ▼ Running technique.
Most players of the Young national b. With one hand from the shoulder or off
team (Under 20) have good individual the dribble (with right and left hand). ▼ Development of psycho-motor skills:
and collective fundamentals, and they a. Speed;
are potential candidates for the senior ▼ Dribbling (with right and left hand): b. Coordination;
national team. a. Crossover; c. Flexibility;
At this point in their athletic careers, b. Change of rhythm; d. Sense of space;
they are at a great crossroad. We belie- c. Change of direction: in front - throu- e. Balance.
ve that players of this age are already gh the legs.
mature enough to be members of the OLDER PIONEERS
senior national teams. ▼ Dribbling after using the pivot foot. (13 AND 14 YEARS OLD)
These are the past results: ▼ Pivoting- in place (front and rear): TYPE OF WORK
- After stopping from dribbling; a. Basic fundamentals: 50%
1. Bronze medal at the World Cham- - After moving and stopping; b. Individual and group tactics: 30%
pionship in Australia. - Two-count-after dribbling (right and left); c. Physical preparation: 20%
- Two-count: after receiving the ball
2. Gold medal at the European Cham- or on movement. OFFENSIVE TECHNIQUE
pionship in Italy. All the above fundamentals are practiced
▼ Shooting: again.
3. Silver medal at the European Cham- - From a spot with one hand;
pionship in Turkey. - Jump shot from short distances, after NEW FUNDAMENTALS
stopping in one-count from dribbling; ▼ Stopping in two-count:
However, at the latest two European - Shot fake and shoot; - After dribbling;
Championships, the team hasn’t achie- - Shot fake and driving. - After cutting.
ved remarkable results, and we haven’t
participated in the World Champion- ▼ Cutting without the ball: ▼ Passing:
ship. - Change of direction; a. Push pass:
- Change of pace; - After dribbling;
PROGRAM OF WORK - How to get open (going one direc- - From cutting.
tion, and in two directions). b. Baseball pass;
A Program of Work was implemented c. Hand-off pass;
for candidates for the national teams. DEFENSIVE TECHNIQUE d. Passing with two hands above the
Because of its wide scope, it entailed a ▼ Defensive stance: head.
great coordination of all the members - Paralell;
of the staff, which runs the practices - Diagonal; ▼ Two steps:
during the weekend sessions, and also - Footwork-sliding into defensive - With continuous jumps;
with the club coaches. stance (in all directions); - Zig-zag step.
Special attention was paid to the crea- - Hand work-movement in all directions;
tion of regulations for our basketball - Running in various directions with ▼ Dribbling (with right and left hand):
school. turns and jumps; - Change of direction behind the back;
All the possible rules, criteria, funda- - Jumps with both legs while catching - Reverse;
mentals, and every other detail for the ball that bounced off the basket; - Faking with stepping out while
being considered a potential candidate - Chasing the player and getting back dribbling.
of this special program were set. in the proper defensive stance.
▼ Shooting
YOUNGER PIONEER TACTICS a. Jump shot after a two-count stop:
(11 AND 12 YEARS OLD) ▼ 1-on-1. - From middle distance (after the dribble
▼ 2-on-1. and a cut);
TYPE OF WORK ▼ Showing the hand (give a target and a si- b. Lay-up shot:
a. Basic fundamental: 70% gnal to the passer) and asking for the ball. - After a turn;
b. Individual tactics: 10% ▼ Understanding the proper offensive - After a rebound under the basket;
c. Physical preparation: 20% spacing (distance, width, and depth). - With one-count stop;
PHYSICAL PREPARATION
▼ Speed development under game
conditions.
▼ Strength development with weight lifting.
▼ Jumping technique on one and two legs.
▼ Combination of running and jumps.
CADETS
(15 AND 16 YEARS OLD)
These players must be ready to master all the
previous fundamentals and must work to play
at a certain level.
TYPE OF WORK
a. Technique and individual tactics: 30%
b. Tactics: 45% (on groups and all the team)
c. Physical preparation: 25%.
OFFENSIVE TECHNIQUE
▼ Passing:
c. Lay-up after a prolonged step; DEFENSIVE TECHNIQUE - From cutting from the first step;
d. Fake- “triple threat”. ▼ Footwork: technique of alternating step. - From jump shot;
▼ How to use the hands: depending on - Overhead pass;
▼ Cutting without the ball (how to get the ball position and intention of the of- - Baseball pass;
open): fensive player. - After dribbling with “tennis” pass (with the
- “V” cut- toward the ball; non-dribbling hand after the bounce of the
- “V” cut away from the ball; DEFENSIVE STANCES ball).
- “L” cut; ▼ “Closed” stance.
- In front of the defender; ▼ “Open” stance. ▼ Dribbling:
- Back-door. - Changes of direction, followed by a direct
When to use one or the other stance de- pass;
▼ How to set the screen: pends by the position of the the ball and of- - Intensive work on the combination of
- Lateral screen; fensive player. rhythm and change direction.
- Back screen (“blind screen”).
▼Blocking out technique: ▼ Shooting:
▼ Technique of bringing the defender into - With a turn to the back; - Fade away jump shot;
a screen: - With lateral contact. - “Fade away” - after dribbling;
- On dribbling; - Reverse jump shot ;
- On cutting. ▼Rebounding technique: - Tap-in;
- After contact with offensive player. - Dunk.
▼ Technique of offensive rebound:
- From cutting and jumping on one TACTICS ▼ Baby hook inside the lane:
leg; ▼ 2-on-2 with two passes. - After dribbling;
- Jumping on both legs. ▼ Cutting without use of the screen. - After cutting;
- Center’s shots from the center’ COLLECTIVE OFFENSIVE TACTICS according to the roles and player’s posi-
positions. ▼ Principles and cutting into the tions in the game.
secondary fastbreak. Technique is practiced under game con-
▼ Cutting without the ball: ▼ Cutting in “early offense”. ditions.
- Cutting of the center in the lane; ▼ Principles and cutting in offense
- Cutting without the ball; against zone defense. COLLECTIVE OFFENSE
- Cutting with the defender; ▼ Principles and cutting in the offense ▼ How to get open: “V” cut to the ball and
- Cutting in transition; against zone pressing. away from the ball.
- Use of the space when the offense out- ▼ Ball movement and players’ cutting ▼ Cutting on the screens - based on the
numbers the defense; from one side of the offense to the situations of:
- Double screens - how to use and to get other side. a. Staggered screen;
open; b. Screen made by a perimeter player for a
- Staggered screens; PHYSICAL PREPARATION big player;
- “Return” screens. Tasks: c. Screen away from the ball;
▼ Development of speed endurance. ▼ Double pick-and-roll.
▼ Defense against the screens: ▼ Improvement of: ▼ Pick-and-roll while using the third
a. Pick-and-roll with cutting: - Balance; player.
- In front of the screen; - Speed;
- Behind the screen; - Jumping; COLLECTIVE DEFENSE
b. Popping out on the direction of the offen- - Strength development ▼ Helping.
sive player and come back; (explosiveness); ▼ Aggressive overplaying.
c. Aggressive change; - Work without load; ▼ “Bumping”.
d. Against staggered screens; - Work with load; ▼ Rotations.
e. Against “return” screens. - Perfection of flexibility.
▼ Defense on the dribble penetration: The Cadet players must have the comple-
TEAM TACTICS
- Help and recover. te knowledge of fundamental and group OFFENSE
tactics of offense and defense. ▼ Quick hitter with two and three players,
▼ Defense in outnumbered situations. The best players of this category are with quick ball reversal from one side to
ready to be incorporated into the senior the other side of the court.
▼ “Channeling” in one direction. teams. ▼ Offense against zone defenses:
Thus, the program of work with cadets is a. Even;
▼ Trapping. very important for players’ development, b. Odd.
their maturation and readiness for sati- ▼ Offense against pressing - out-of-bounds
▼ Blocking out while the post is guarded in sfying the demands and the training of pass.
front. older categories. ▼ Secondary fastbreak.
▼ Sideline out-of-bounds.
COLLECTIVE TACTICS JUNIORS ▼ Baseline out-of-bounds.
▼ Basic principles of individual defenses. (17 AND 18 YEARS OLD) ▼ Offense against zone press.
▼ Offense against combined defenses.
▼ Basic principles of zone defense. The training methods of this category are
adjusted to the demands of the contempo- DEFENSE
▼ Basic principles of zone press. rary basketball game. ▼ Individual defense on and away from
This relates to the aggresiveness, contact the ball.
COLLECTIVE OFFENSE game, and especially to the very quick ▼ Pressing defense with traps.
▼ “Pick-and-roll”: transitions from offense to defense and ▼ Zone defense (full and half court).
- With opening towards the basket; from defense to offense. ▼ Combined defense “box and one” and
- With opening towards outer positions. A special accent is put on the aggressive two players man-to-man and three
and physical play for the rebound under players at zone.
▼ Play with overplay center: the basket.
- without the screens; Everything that has been mentioned in the
- with the screens. TYPE OF WORK Basics of the Program, according to the age
▼ Technique: 15% categories, represents the necessary know-
▼ When to use: ▼ Tactics: 40% ledge needed for successful implementation
- Continuous screens; ▼ Physical preparation: 25% of the National Team Program.
- Return screens. ▼ Game: 20% We specifically insist that clubs offer indi-
vidual work as well as group and collecti-
▼ Avoiding the trapping. INDIVIDUAL FUNDAMENTALS ve tactics.
Above all, repeating and improving of techni- This system of work with the young catego-
▼ How the center can get free. cal elements of offense and defense and cor- ries has created a good foundation and is
rection of details. constantly being improved in order to obtain
▼ Game 3: 3+1. Special attention is paid to the details top results.
DEVELOPMENT IN
LEBANESE WOMEN’S
BASKETBALL
by Tony Khalil
THE ARGENTINA
by Ruben Magnano
OFFENSE
Ruben Magnano won the FIBA South
America and Pan-American Champion-
ships with the Argentinean Under-21
National team in 2000. In 2001, at the helm
of Senior National Men’s team, he won the
FIBA South American, FIBA Tournament of
the Americas and a silver medal at the
Goodwill Games. In 2002, he won the silver
medal at the FIBA World Championship,
and this year the gold medal at the Olym-
pic Games in Athens. With the Atenas Cor-
dobas club, he won three Argentinean ti-
tles, two South American, one Pan-Ameri-
can, and two South American League
Championships.
FASTBREAK “NEW”
5 makes the out-of-bounda pass to 1,
who dribbles the ball on the lateral lane,
and stops at the three-point line. 4 runs
in the middle of the court and goes to
the low-post position on the ball side, 2
and 3 sprints near the sidelines, and 5
sprints to the basket in the center lane,
and stops outside of the three-point line
(diagr. 1).
2, the wing on the ball side, cuts in the la-
ne, receives a screen from 3, and comes
out of the three-point line. 5 screens for
1, and 1 dribbles towards 2. After the pick
for 2, 3 picks for 4, who cuts in the lane to
receive the ball from 1. After the screen
for 1, 5 screens down for 3 (screen the
screener). 1 can pass to 2, 4, 3 or to 5,
who opens up to the ball after the screen
(diagr. 2).
FASTBREAK “CIRCLE”
5 passes to 1 and enters on the court as a
safety man, while 2 and 3 sprint near the
sidelines towards the offensive basket. 4
sprints in the middle of the court, acting
as a trailer (diagr. 3).
1 runs the fastbreak, while the other four
players sprint to reach their respective
positions. 2 and 3 stop at the three-point
line (diagr. 4).
1 passes to 2 on the wing, while 4, the
trailer, goes to the low-post position on
the ball side, and 5 to the high post (diagr. 5). 3
FIBA ASSIST MAGAZINE | 10 2004 | PAGE 21
FIBA EUROPE
COACHES - OFFENSE
D.3
comes in the middle of the court to receive side, while 5 rolls to the basket. If he does the midddle of the court, the two posts at
the ball from 2 and 1 cuts in the lane and re- not receive the ball, he goes on the low- the corner of the free-throw lane, and the
places 2 on the wing (diagr. 6). post position (diagr. 9). wings in low-post positions. 1 receives a
3 plays pick-and-roll with 5, 4 goes to the high 1 passes the ball to 4. 4 passes directly to screen from 5, who, after the screen,
post position, and 1 and 3 go in the corner 5 in the low post or to 3. 3 passes to 5 goes on the high-post position and then
(diagr. 7). (diagr. 10). dribbles towards the wing. 4 receives a
2 passes to 4, who can pass directly to 5 in the If 4 cannot pass to 3 or 5, 1 follows the blind, diagonal screen (staggered
lane, or pass to 3. 3 can pass to 5, who cuts to pass, receives a pass back from 4, pene- screen), first from 3, and then from 2. Af-
the ball (diagr. 8). trates, and makes a kick pass to 2, or to 5, ter the screen, 3 goes outside the three-
who cuts in the lane, or to 4 who went in point line (diagr. 12).
A MAN-TO-MAN PLAY the opposite direction of the penetration of 2 comes high, receives a screen from 5,
The initial set is a 1-2-2 formation, with one 1. 1 and 4 can also play a pick-and-roll and cuts outside the three-point-line to
point guard in the middle of the court, two (diagr. 11). receive the ball from 1. After the screen,
high posts, and two wings in the corners. 1 5 goes outside the lane. 1 and 2 go down
passes to 4, follows the pass, and receives A MAN-TO-MAN AND A MATCH-UP in the corners (diagr. 13).
a pass back from 4. Right after the pass, 4 OFFENSE: ZERO 5 screens for 2 and then rolls to the ba-
receives a blind pick from 5 and goes out- The set is a 1-2-2, with the point guard in sket. 2 dribbles to the right and then pas-
ZONE OFFENSE
I will list the general principles, which
serve as the basis of the our offense
versus the zone:
D.10 D.9
D.15
1. Attack the weak sides of the zone
with and without the ball.
2. Respect the spacing between the of- down (diagr. 16). the baseline (diagr. 17).
fensive players. 5 passes to 1 and then goes on the 1 dribbles towards the mid-court,
3. Use the dribble only to divide the zo- opposite direction, while 4 goes 3 cuts in the corner and receives a
ne, to improve the angle of passing, or on the low-post position on the pick from 4. It’s very important that
for creating proper spacing. ball side, 5 goes to the high-post 3 coordinates his movement with
4. Do not face a defensive player. position, and 4 starts to cut along the movement of 1. 5 goes to the
5. Utilize the skip pass for attacking the
defense from behind.
by Dirk Bauermann
2. BALANCED SCORING
Currently, where statistics have become a major
selling point for agents, every player wants good
statistics to back up his efforts. If the system provi- Roles have to be clearly defined and not everybody gets
des scoring opportunities for everybody, the player the same amount of shots. I would much rather have six
will have much greater motivation to defend, players score in double figures than two score over
rebound, and do the dirty work. Also, in a balanced thirty. Why? Because we will be a better offensive team
attack with a lot of weapons, defensive preparation that way.
is much more difficult because one cannot con-
centrate on stopping the two star players. 3. PREPAREDNESS
Am I a friend of equal opportunity offense? No. Bobby Knight once said that it is not just the will to win,
OFFENSIVE CONCEPTS
AND PRINCIPLES FIBA ASSIST MAGAZINE | 10 2004 | PAGE 25
FIBA EUROPE
COACHES - OFFENSE
D.1 D.6
D.2 D.7
D.3 D.8 but, also, the will to prepare to win that makes a
team successful. He said it more in the context of
game preparation, but there is no doubt in my mind
that we must prepare our teams for every concei-
vable eventuality and situation. I want them prepa-
red for anything that our opponent might throw at
us. I also want them to know precisely what to do at
critical points in the game (e.g., end of quarter
situations, special situations, and end of game
situations). That is why we work on these types of
situations for at least five minutes at the end of
every practice.
D.4 D.9
This kind of preparedness will help you win becau-
4. GAME TEMPO
I’ve always felt that a nice balance of transition and
half-court basketball is most conducive to winning.
Players need to able to get out in the open court
and enjoy the freedom and creativity that the run-
D.12 ning game provides. Also, the transition game ena-
bles you to score easy baskets, which is the main
objective of offensive basketball in the first place.
On the other hand, good teams will minimize your
fast break opportunities with good shot selection,
intelligent decision making, good defensive balan-
ce, and great transition defense.
D.17 Thus, a team’s ability to function in the half-court
game, to take care of the basketball, to properly
execute its plays under pressure, and to make
smart decisions with the basketball defines its
degree of success to a great extent, especially in
D.13
the play-offs.
5. OFFENSIVE STRUCTURE
a. After a defensive rebound, we try to score within
the first six seconds of the shot clock. We want the
ball in our point guard’s hands as quickly as possi-
ble. If another player comes up with a defensive
D.18 rebound and he has the ability to push the ball up
the court, we encourage him to do so as a way to
eliminate the outlet pass. We want the ball in the
middle of the floor and we want them to pitch the
ball ahead to open receivers. We want our wing-
D.14 men to sprint, rather than run, and we want them to
slow down just before they approach the scoring
area. In my estimation, it is vital that the players
look for and find open teammates. If they do not,
wings and big men will stop running. We want our
non-rebounding big man to run right at the rim and
D.19
we send our rebounding big man right to the weak-
side elbow area (diagr. 1). If the defense is still
scrambling to get back, we try to score quickly out
of this box alignment with quick pick-rolls, post-
ups, or skips (diagr. 2, 3, 4, 5, 6). All these are sim-
ple yet effective ways of creating 2-on-2 situations
D.15 out of transition. If the defense has gotten back on
us and there is no more conceivable advantage,
we get the ball to our point guard, change the
rhythm, and run a set play.
b. After a steal, we obviously try to score quickly.
We only encourage our players not to be in a hurry
D.20 and make good decisions with the basketball.
c. After a made field goal by our opponent, we
want one of our big men to inbound the ball as
quickly as possible to our point guard. If we can
surprise and score quickly, great. If not, we will run
D.16
into a pre-set offensive alignment that looks like a
diamond and then run different options out of that
particular set, depending on the point guard’s call.
6. OFFENSIVE CONCEPTS
These are basic guidelines for our players that give
them an idea of how we want the game to be played.
7. OFFENSIVE AUTOMATICS
As I have mentioned earlier, we run various plays.
Most of them are continuity plays, where we basi-
cally go from one option to the next. The players
know their looks and options. We usually try to
reverse the basketball once before we actually D.22 D.26
look to score. We try to get the ball inside first, then
settle for a jump shot, or else go to a pick-roll of
some sort. But regardless of what plays one runs,
the same situations occur. With what we call
“automatics” we try to give our players some basic
rules as to how to react and what to expect from
their teammates in these types of situations. Here
are some examples of our automatics:
a. Baseline drive - baseline drift (diagr.7)
When a player drives baseline, the wing player on
the weak side of the floor must move/drift to the
D.23 D.27
corner in order to get open for a shot.
b. Overplay on wing:
- open post situation: backdoor (diagr. 8) The 5-play (diagr. 17, 18, and 19) is
- post down low: pinch post action (diagr. 9). designed to get the ball inside to our
b. Wing drives baseline - big man pulls out to elbow center.
(diagr. 10). Note that we always try to reverse the
c. Wing drives middle - post drifts to soft spot basketball once before we look to
(diagr. 11). score.
d. Pick-and-roll with 5, 4 up to junction (diagr. 12). Not every option and counter will be
e. Pick-and-pop with 4, 5 ducks in and attacks dot- shown in detail.
ted line (diagr. 13). The 3-play (diagr. 20, 21, 22, and 23) is
f. Post feed: Passer runs elbow or baseline cut, D.24
a version of the shuffle play run by
others replace (diagr. 14) or screens and dives many teams. In this particular play, we
(diagr. 15) depending on what the defense does. try to get a shot for our small forward
We also have rules against post and pick-roll traps, by playing him inside-outside.
but I unfortunately can’t cover them in detail in this 9. SET PLAYS
short article. Most of our set plays are continuity plays.
We rarely run isolation plays or quick hitters, even
8. EARLY OFFENSE though we realize that they are sometimes neces-
As I have mentioned earlier, we run into a pre-set sary in order to get a good quick shot, such as
play after made baskets by our opponent. Our point when it takes you too long to get into your offense
guard pushes the ball up the right sideline and or if you have to go quick because you’re behind
each player runs to a pre-designed starting spot on late in the game.
the floor (diagr. 16). Sometimes you also might want to foul a certain
As our point guard approaches mid-court, he calls player out of the game and run an isolation play
a particular play that we run out of this diamond set. against him. Again, we strongly believe in the value
A specific play is indicated by the numbers 1 through 5. of patience and quick, precise ball- and player-
Now I will outline our 5 and 3 play to give an exam- movement and our play selection reflects this con-
ple of the type of ball- and player-movement we cept. As an example (diagr.24, 25, 26, and 27), here
like. are plays that show our ‘shorts’ play.
PAGE 28 | 10 2004 | FIBA ASSIST MAGAZINE
FIBA EUROPE
COACHES - DEFENSE
THE “WALL”
by Oliver Purnell
DEFENSE
Oliver Purnell is the head coach of Clemson
University. He previously was an assistant
coach at Old Dominion University and the
University of Maryland, and then head coach
of Radford, Old Dominion, and the University of
Dayton. As head coach of the U.S. National
team, his team won the World University
Games in 1999. He served as an assistant
coach on the bronze-medal winning U.S.
Olympic team in Athens.
ON THE BALL
X1 guards the offensive player with the ball,
and must apply intense ball pressure, while still
containing his man. Second, he must remem-
D.1 D.2
ber he is “influencing” the ball to the sideline.
And, third, his exact position will depend on
FIBA ASSIST MAGAZINE | 10 2004 | PAGE 29
FIBA EUROPE
COACHES - DEFENSE
GUARD-TO-FORWARD PASS
The defenders “jump to the ball.” Now X4 wall” position. X4 retakes his man, however
guards the man with the ball. He must remem- in help as well (diagr. 9).
ber that, when he jumps to the ball (diagr. 4), he
cannot get himself out of the position for the SKIP PASS OUT OF THE POST
“middle drive.” X2 is “in the wall”, X1 is “in X1 has to now “switch” out and take out the
help” two passes away, while X3 is “in help” ball, because he is the closest baseline
three passes away. defender. X2 gets in a “wall”, defending the
ball and 1. X3 gets in “help” defending the ball
X4 is on the ball, X2 “in the wall,” X1 and X3 are and 2. X4 is helping, giving “baseline sup- D.9
“in help”, while X3 is giving X4 his “baseline port,” guarding the ball and 4 (diagr.10).
support” (diagr. 5). Because the baseline drive created a “help”
situation, on a skip pass out of the post, players
BASELINE DRIVE are switched onto different men, but the princi-
X3 gets to the “launching pad” to stop 4 from ples remain consistent (diagr. 11).
getting to the basket. X1 “fills” the spot X3
left, and X2 “sinks” to help X1. X2 is the “zone CUTTER THROUGH
guy” for an instant, guarding both 1 and 2, if On this situation the players “jump to the ball”
either are to receive the ball on a pass out on the pass (X1 does not allow his man to “face
from 4 (diagr. 6). When the ball is stopped on cut” him). X 1 stays between his man and the
the baseline, this is where players should be ball, keeping eye on the ball, on a drive or
positioned (diagr. 7). If the pass comes out to another pass (diagr. 12). D.10
cut through the lane. X1 is now in help and can GUARD-TO-FORWARD SKIP PASS
stay in the lane, unless his man either cuts to In this case there are a number of critical
the basket or the ball becomes one pass away movements and thoughts that must take place.
from his man, while X3 is in “the wall.” X4’s First, X1 must close out in a manner that does
position is in “the wall” as well (diagr. 13). not allow 1 to have the option of driving to the
middle. He must close out in a manner that
DRIVE NOTTOWARD THE BASELINE does not allow 1 to drive to the middle. He must
If the dribble drive is more in the perimeter close out with a high hand and his top foot up,
area: this is where the “wall” begins to show forcing, if anything, a baseline drive. If this is
its benefits. Let’s review the situation from the only option 1 has, it is X4’s job to anticipate this
D.12
diagr. 2: 2 beats his defender momentarily in action and be ready to beat 1 to the “launching
the direction of 4. Because X4 was in a good pad.” X2 and X3 would “fill and sink,” accor-
“wall position,” he is in good position to help, dingly to X1’s baseline drive (diagr. 18).
but he will do this for a moment. X4 will “show
and go,” stepping up and to the driver as if to FORWARD-TO-FORWARD SKIP PASS
fully help, but recovering immediately to his SPOT-TO-FORWARD
man, putting the responsibility back to continue In this case there are a number of critical
to “ride the driver” (diagr. 14). movements and thoughts that must take
The reason because X4 does not fully com- place. First, X1 must close out in a manner that
mit is because the “stand still”, “spot-up”, does not allow 1 to have the option of driving
“three-point shot” - 4 in the corner is more a to the middle. He must close out with a high
D.13 threat to the defense, than a contested run- hand and his top foot up, forcing, if anything, a
ning shot in the lane, going toward the base- baseline drive. If this is only option 1 has, it is
line. By stepping to the ball for a moment, X4 X4’s job to anticipate this action and be ready
gives the illusion that is coming to the ball to beat 1 to the “launching pad.” X2 and X3
completely. Oftentimes, the ball-handler will would “fill and sink,” accordingly on X1’s
pick up his dribble, or better, yet make an baseline drive (diagr. 19).
errant pass to 4, assuming his defender X4
has left him and he open for a kick-out pass.
Many times, if the “show and go” is execu-
ted properly, the kick-out pass can be deflec-
ted or, even, stolen.
THE “TRIANGLE
AND TWO” DEFENSE
by Tab Baldwin
D.2
D.3
D.4
tempts to attack the defense. This will allow sure on the ball and not allowing the player
the offense to “learn” the defenses vulnerabi- with the ball to establish any rhythm in his
lities and consequently the defense will have shot or break down the defender with one-
to “learn” to adjust. Once players playing this on-one moves.
defense can make adjustments without speci- ▼ Do not allow penetration off the drible.
fic instruction, the defense becomes that mu-
ch harder to break. The ball is positioned on the wing (3) in a non-
In outlining the defense, I will focus as much shooter’s hands (diagr. 2).
on rules and guidelines as I do on diagrams. X3 - Plays “area” defense not allowing 3 to pe-
D.8
Because there are inherent positional weak- netrate or shoot in rhythm but will not consi-
nesses in the defense, the players must beco- stently pressure the ball either.
me excellent at communication. There are X5 - Fronts the low post and X4 will zone the
many times when the “rules” of the defense midline defending the weak side post as well forward at the bottom of the triangle zone
are broken but this may force the offense into as offering backside help to 5. (X5) will play the remaining offensive
just one more pass that may introduce the X1, X2 - in this diagram, X1 is denying on the player basically man-to-man.
pressure of the 24-second shot clock. So, as strong side while X2 is staying close to 2 and The key to getting the inversion quickly and
toy begin to follow the diagrams always keep not offering any help side defense. Both could accurately is to be constantly communica-
in mind that communication, effort and intelli- be playing off of their men and only pressuring ting and identify this offensive maneuver
gence will mean more to the success of the 1 and 2 when they have the ball. early.
defense than close adherence to the “rules” Finally, the defending of the screen and roll
of the defense. The ball is positioned in the corner in a non- for either one of the shooters is shown in
The basic formation of the defense is shown in shooter’s hands (diagr. 3). diagrams 5, 6, 7, and 8.
diagram 1. X5 - Plays “area” defense as X3 in diagram 2. The screen occurs at the top of the key
X1 and X2 will defend their players (1 and 2 to By playing “soft” on the ball, he makes the po- for 1. The defense simply executes a
be referred to from now on as shooters) man- st feed to 4 a difficult pass. switch with X3 picking up (and staying
to-man. The man-to-man component of the X4 - Comes across the three-second lane to with 1) and X1 assuming X3’s responsibi-
defense can be either full denial or more pas- play behind 4 in low post defense. If the ball is lities in the triangle zone as shown in dia-
sive, help oriented defense depending on the passed into the low post then X5 should hedge grams 5 and 6.
respective philosophy dictated by the oppo- down but not apply a hard double team. X3 We see the same screening action out of
nent’s capabilities. X3, X4, and X5 play a trian- must drop lower on the weak side and be pre- the corner for 2 in diagram 7. As X3 calls
gular zone with the following coverages and pared to close out on any reversal pass out of the switch on the screen, X2 responds by
responsibilities: the low post. X1 and X2 can provide some po- sprinting to the X3’s area of responsibility
X3 - Mid-post extended to the high post on sitional help until the ball is passed out of the leaving the corner area for X5 to cover.
both sides of the floor. This player should not post. Note: if 5 executes a re-screen and 2 rever-
extend beyond the three-point arc. He also X3 - Plays below the free-throw line and on the ses and dribbles back to the corner, then
must switch all ball screens in his coverage weak side of the midline. X3 often has the re- X5 will need to switch onto 2 and X4 will ha-
area and help on dribble penetration by either sponsibility of reading the eyes of the ball ve to provide help in the low post on 5’s roll
of X1 or X2’s assigned men. handler and closing out on passes out of the to the basket.
X4, X5 - Mid-post extended to the baseline on corner. This pass could be thrown to the wings X2 - has taken on the responsibility of X3 in
the perimeter. Front the low post when the ball or to the top and any of those passes become the triangle zone and X3 is now playing 2
is on the ball side wing and play behind the op- the responsibility of this man. man-to-man (diagr. 8).
posite low post when the opposite low post
defender is extended. These players must talk The offense has positioned 1 and 2 in the cor- As stated at the beginning of the article,
constantly as they can see the entire floor and ners and put two perimeter players at the top the triangle and two combination defense
defensive responsibilities can change quickly. in guard slots. This is done offensively to try to is not without its weaknesses. If an offense
“Area Defense” - To understand how the force X3 to guard two players at the top and is overexposed to this defense it will learn
triangle zone operates, you must understand create a better penetrating lane for one of the how to break it down. However, using the
the concept of “Area Defense”. offensive players (diagr. 4). defense in a limited way and knowing that
When one of the players playing the triangle As soon as we identify that the offense is it is always there means that you have one
zone has the responsibility of defending the doing this systematically, we simply invert the more weapon to disrupt a talented oppo-
ball in his area, he must use the following de- triangle zone and bring one of forwards (X4 or nent and exert some control over how your
fensive techniques: X5) to the top. We will stay like this as long as opposing coach is allowed to use his line-
▼ Constant foot movement varying the pres- the offense uses this attacking method. The up and tactics.
INTEGRATING
PSYCHOLOGY
AT THE AUSTRALIAN
INSTITUTE OF SPORT
by Adrian Schonfield
part I
Adrian Schonfield has worked at the
Australian Institute of Sport since the
beginning of 2002 and has been psycho-
logist to the Men’s basketball program
since July 2002.
the underlying theory that has guided tomy of extrinsic and intrinsic is not WHAT WE DID
the psychological component in this specific enough to capture different Pre-camp
case. As with other sports scientists, a sources of motivation. They suggest Approximately two days before the
psychologist involving himself in sport that there is a motivation, four types of camp was due to start, the players
should be guided by models and extrinsic motivation ranging in the received a document titled ‘An invitation
theory, backed by scientific research. extent that they are self-determined to participate (to attend is compulsory)
The second part of the article (to be and three types of intrinsic motivation: in the AIS 2003 Men’s Basketball team
presented in the next issue) expands knowledge, accomplishment and sti- camp’. Definitions were also given for
on day two activities and gives some mulation. Self-determination theory ‘attend’ and ‘participate’ to help players
of my impressions of the camp and its (Ryan and Deci 1985; 1991) suggests realise that their input was important
value. that human behaviour is motivated by and that the camp would not just be
the fulfilment of needs, specifically the coaches and psychologist talking at
BACKGROUND needs for autonomy, competence and them. Players were also told that the
The team consisted of 13 young men relatedness. Simply summarised, auto- camp was about them as a group, set-
aged between 17 and 19, all of whom nomy is choosing one’s own behaviour, ting the goals and standards they wan-
were in consideration for the Emus competence is perceiving themselves ted to achieve. A timetable for the camp
squad to play at the Youth World as able, and relatedness is feeling con- activities was also provided.
Championships. Ten of the members nected with other people. The model
would make the final team and would suggests that if we can provide an Day one
go on to win gold in Greece. Of the 13, environment that leads to an increase Young, male basketballers tend to like to
there were seven returning players in a person’s perception of their auto- eat, so the camp started with a team
from the 2002 AIS team and six new nomy, competence and relatedness, meal. We followed dinner with activities
players. The AIS team resides together we will increase their self-determined that involved players pairing up, and
in dormitory accommodation in extrinsic and intrinsic motivations. By with one in each pair blindfolded, the
Canberra, trains up to three times per allowing the players to be involved in other member had to instruct the
day and has access to sports science setting up the standards for their own blindfolded member to move to the
and sports medicine support including team, we would allow them the oppor- venue for the next activity. This activity
physiotherapy, massage and physi- tunity for increased autonomy. By was chosen as it would require players
cians. giving the players some challenges - to communicate with each other, trust
mental and physical - we allow them each other and had opportunities for fun
THE PURPOSE the opportunity for increased compe- and mischief (walking people over sto-
For the Emus to win the world cham- tence. By giving the players the oppor- nes and into branches).
pionship, we knew that what happened tunity to form a close-knit team, we The third activity for the night was a
to this group of players during the first allow them the opportunity for increa- ‘modified name game’*. Within the
part of the year would be very impor- sed relatedness. The end result of this team, there was a diverse array of ori-
tant, hence there were a number of is that by developing a camp program gins of names. The name game uses
purposes for this camp. The most that gives opportunities for autonomy, names as a starting point for each per-
important was to help the players beco- competence and relatedness, we may son in the group to explain where they
me familiar with each other and to inte- increase self-determined extrinsic and come from, not only in terms of a coun-
grate the new players in with the old to intrinsic motivation and that will be try or race, but in terms of some of their
form one team. Secondly, we wanted a important for the times when playing family systems and values. It was thou-
team culture in which players were and training in the AIS and world- ght that by helping each player to under-
prepared to push themselves and each championship environment get tough. stand the other players better, we were
other, one in which the players were increasing our chances of having a har-
responsible for their own behaviour. OTHER CONSIDERATIONS monious team. We were surprised to
Thirdly, we wanted the players to enjoy We knew that the players were not find that the team had players with heri-
themselves in the process of becoming going to be too interested in spending tage from countries such as Croatia,
a team and setting their goals for the large amounts of time sitting around in a Serbia, Macedonia, Poland, Italy,
year. classroom-style setting (if they did, they England, Scotland, Ireland and the
From a personal perspective as the would be better at school and worse at Netherlands. This exercise allowed the
team psychologist, I had another goal, basketball). However, to achieve the players to speak a little about themsel-
which was to gain some understanding purpose of the camp, I thought we nee- ves and also to hear about their team-
of the team dynamics and individuals ded to have a number of sessions that mates. While intuitively the game might
within the team as this would be the involved this type of activity. It then accentuate differences between peo-
first meeting I had with the new players. became important to make sure that, ple, with emphasis on the right que-
where possible, activities were active stions it can be used to display the many
THE RATIONALE and that sessions were broken up with similarities between people.
As we wanted a team culture of self- other games to refresh minds and
driven players, I looked to see what bodies. * The original ‘name game’ was sour-
psychological models and theories Time constraints suggested that we ced from Teaching About Culture,
existed in this area. Recent concep- would be best to limit the camp from Ethnicity and Diversity: Exercises and
tualisations of motivation (Ryan and 6.00pm one night until 7.00pm the fol- planned activities, edited by Theodore
Deci 2000) suggest that the old dicho- lowing night. Singelis (1998).
PAGE 36 | 10 2004 | FIBA ASSIST MAGAZINE
FIBA EUROPE
COACHES - NATIONAL COACHES ASSOCIATIONS
RUSSIAN BASKETBALL
by Valery Lunichkin
and Sergey Chernov
COACHES
ASSOCIATION
Sergey Chernov is the Russian Basketball Federation President, ▼ Conduct seminars about scientific topics related to basketball.
and Valery Lunichkin is the Chairman of the Russian Basketball ▼ Provide a round table discussions for an enlarged council of
Federation Coaches Council. coaches.
▼ Conduct an end-of-season 3-5-day coaches seminar.
The Russian Basketball Coaches Association, which is part of the ▼ Arrange both internal (clubs, different national teams) and
Federation, is a public organization with the following structure: foreign training camps.
▼ Create regional basketball centers.
We also work on the licensing program for coaches.
by Raffaele Imbrogno
by Fred Horgan
REFEREEING
THE DEFENSE
PAGE 40 | 10 2004 | FIBA ASSIST MAGAZINE
moment of contact, the defensive player rewarded like never before, particularly the defense” to mean, “don’t let the
had an appreciable advantage. The key in situations where the defensive posi- defense get away with anything”.
consideration was therefore a simple tion was adjacent to an end line or in Far too often, the defensive player is the
one: that of whether or not the position contact situations that might occur in the one penalized despite the fact that he or
taken by the defensive player was legal- restricted area. In recent years, howev- she did absolutely nothing more than
ly set and, subsequently, legally main- er, it seems that “referee the defense” maintain a floor position or path that was
tained. has been tainted a little because many rightfully his or hers anyway.
The effect on the game was almost newer officials (and, maybe, a few older In this regard, three special areas of
immediate. Good defense began to be officials too!) have interpreted “referee concern come to mind: 1) post play 2)
maintaining a legal position, while guard- being aware of when a player, especially lish and then we maintain.
ing a moving player 3) shots for goal (or a defensive player, has assumed a legal
attempts to gain a rebound) attempted position (that is, a position to which he or To establish a guarding position, the
from immediately beneath the back- she is entitled). “Looking for spaces” is a guiding principles are clearly presented
board. constant necessity, if one is to actually in article 44 of the FIBA Rulebook.
see when contact does occur. By Two such principles are essential: the
POST PLAY observing both of these principles, an defensive player must have both feet on
Fair and consistent officiating of post official is prepared to make a reasonable the floor, and must be facing his or her
play contact is crucial to general game judgment as to whether a foul should or opponent.
management. When things go wrong, the should not be called. No unnatural extension of the arms or
first warnings that excessive contact legs is permitted. If contact occurs on
might not be far away usually can be When such contact does occur, officials the torso of the defensive player, then
detected at a post position. normally have no trouble with deciding the offensive player is responsible.
When two or more players in close phys- whether the specific contact merits the
ical proximity and in relatively stationary charging of a foul. The problem lies in the Once a guarding position has been
positions are both intent on receiving or determining of responsibility for that con- established, the defensive player is per-
denying a pass or on releasing or defend- tact, and we too often unfairly put the mitted to maintain that position, and it is
ing a shot for a goal, there most certainly blame on the defense. only natural that the player might have to
will be contact. It is in such circum- If the offensive player pushes the move in doing so. He or she can move
stances that officials must first remind defense out of position, the foul is offen- backward or move laterally in response
themselves that contact isn’t necessarily sive. If contact is hard enough to com- to the path chosen by the person being
a foul and that much of the contact in a promise the balance of the defensive guarded.
post area will be incidental for the simple player and, consequently, allows the The concepts of “seeing the whole play”
reason that neither player had been dis- offense to receive a pass or to release a in the sense of “who got there first” is
advantaged by that contact. On the other shot for a goal, it’s an offensive foul. As still crucial, but there is no provision that
hand, contact that places the contacting officials, we have a responsibility to have says the defensive player must have
player at an unfair advantage or that a closer look at contact on the post and both feet on the floor at the moment of
places the contacted player at an unfair to be sure the correct person is being the contact. Indeed, both feet could con-
disadvantage must be penalized. The dif- penalized. ceivably be off the floor in maintaining a
ficulty, of course, is in the judgment of position, but if the contact is on the torso
what contact is “fair” and what contact MAINTAINING A DEFENSIVE POSITION and if the defensive player moved in
isn’t. There seems to be a problem around front of (as opposed to into) the offensive
the basketball world in understanding player then the foul is on the offense.
The solution rests in two principles: (a) the difference between “establishing” Too often in situations when a guarding
see the whole play, and (b) look for a legal guarding position and “main- position is being maintained, the foul is
spaces between the players involved. taining” that position. It’s helpful if we charged to the defense, with the erro-
“Seeing the whole play” is a matter of remind ourselves that first we estab- neous explanation that both feet weren’t
on the floor when the contact occurred.
DO YOU HAVE
by Bill Mildenhall
THE RIGHT LEVEL
OF TENSION?
by Jan Holmin
Bill Mildenhall, an Australian FIBA Are you in good mood and stimulated worries or problems at home or at the
referee since 1978, has been working for your task? job.
for the Australian Basketball Do you have positive or negative Another reason for stress can be your
Federation as the National Referees expectations before the game? own expectations before the game. If
Manager since 1991. He is responsi- Do you have positive or negative you have made “a bad game”, it can
ble for the education, training, and experiences before you arrive to the cause you to feel unsure for a long
resource production for Australian arena? period afterwards.
referees at every level. He has offici- Are you tensed and unsure and think- Maybe not conscious - but uncon-
ated at two Olympics Games, and five ing about everything that might hap- scious. You not only remember the
FIBA World Championships. pen during the game? failures, but also the feelings of
A certain amount of stress - or ten- regrets, reproaches, anger etc. that
Jan Holmin, former FIBA referee, is sion - is just fine when you are facing you felt in that situation.
the National Referees Instructor of an important task like to officiate a If you have tried to repress a failure it
the Swedish Basketball Federation. basketball game. can cause you to feel worries without
The tension works like an alarm sig- knowing why.
In order to be well prepared for a nal that alerts your senses. But the You must therefore find out if you
game you need routines for your tension must not turn into stress and have an unnecessary high level of
physical and psychological prepara- uncertainty or even fear and agony. tension and try to find the reason for
tions. The tension then will have a negative it.
You must be prepared to stand the influence on you and on your work as Your tension will increase the closer
whole game. a referee. you get to the game.
At the end of the game you will face, For some referees it ends up in the
especially in close games, difficult BASIC AND EXTRA TENSION locker room, for others at tip off.
situations to handle. All of us have a certain amount of What you must understand is that
The players and coaches are tired, basic tension. there are many factors behind your
which will cause more violations and The level can be very different, from stress.
mistakes. very low to very high. The extra ten- In many games you know that certain
The game is often decided under this sion we feel before a demanding task, evaluators or commissioners will
period and that is why your decisions like our basketball game, can be use- observe you.
will be very important with great ful for the referee with the low basic This is another reason for the extra
impact to the result of the game. tension, but is harmful for the referee tension to increase.
Of course you are also tired, physical- with the high basic tension. Even nice persons, who wish you
ly and mentally, under this period. In This is the reason why some referees “good luck” before the game, can
spite of that, you must make decisions need “pep talk” before the game and give you this extra, unwanted stress.
that might be crucial for the whole others prefer a quiet and calm
game. moment in the locker room. How much stress can you stand?
Therefore you must be in such good How do you know how much extra
shape that your capacity can manage THE REASON FOR STRESS tension you can stand? Are you a ref-
this stress. If you use to feel too much tension eree with low, medium or high basic
before your games you better try to tension?
PSYCHOLOGICAL PREPARATIONS find out the reason. The answer is that nobody knows. It
Which are your expectations before It is not necessarily the game that is not written in your face which basic
the game? makes you feel stress. It might be tension you have.
FIBA ASSIST MAGAZINE | 10 2004 | PAGE 43
REFEREES, SCORER’S TABLE AND COMMISSIONERS
METHODS OF RELAXATION
There are many different methods
to relax your body. Here is an exam-
ple, which can be used in the dress-
ing room before the game or even in
the half-time period.
RIGHT OR WRONG?
QUESTIONS ANSWERS
1. Shall the assistant coach be permitted to remain standing while the game is being
played? 1. No (Art. 7.5)
2. The ball is in the air on a shot for goal when the 24-second signal sounds. The ball
misses the ring on the shot, but is immediately controlled by a defensive player. Has 2. No (Art. 29.1.2)
a 24-second violation occurred?
3. A-3 commits a throw-in violation. Shall team A be permitted to substitute at this time? 3. Yes (Art. 19.2.2, 19.2.3)
4. A-4 is awarded one free throw. After the official has stepped into the restricted area
to administer the free throw but before the ball is at the disposal of A-4, team B asks 4. Yes (Art. 19.2.3)
for a time-out. Shall the time-out be granted?
5. During an alternating possession throw-in for team A, a violation is committed by 5. Yes (Art. 12.4.7)
thrower-in A-3. Team B is awarded a throw-in as a result of the violation. Shall team
B be entitled to the next alternating possession throw-in? 6. No (Art. 31.2.6)
6. While the ball is in the air on a shot for goal by A-2, the signal sounds to end the
period. After the ball has touched the ring following the sounding of the signal, it is 7. No. Penalties shall be cancelled in the
tapped into the basket by A-5. Shall the goal count? order in which they occurred; the unsport-
7. A-5 commits an unsportsmanlike foul against B-5, after which a technical foul is smanlike foul by A-5, and the technical foul
committed by coach B. An additional technical foul is then committed by B-2. Shall by coach B shall cancel each other (Art.
the officials cancel the penalties resulting from the coach B technical foul and the 42.2.2, 42.2.3)
B-2 technical foul and play resume with the penalty for the unsportsmanlike foul?
8. After the ball has been placed at the disposal of A-3 for an alternating possession 8. Yes (Art. 12.4.8)
throw-in, A-5 commits an unsportsmanlike foul. Shall team A continue to be entitled
to the next alternating possession throw-in? 9. Yes (Art. 19.2.2)
9. With thirty seconds remaining in a last period, team A scores a field goal. May B-3
substitute at this time? 10. No. The 3-second rule does not apply to
10. While A-3 has the ball out-of-bounds for a throw-in in the team A frontcourt, A-5 is throw-in situations (Art. 26.1.1, FIBA
more than three seconds in the restricted area in the team A frontcourt. Has A-5 Interpretation)
committed a violation?
FIBA ASSIST MAGAZINE | 10 2004 | PAGE 45
SPORT MARKETING AND MANAGEMENT
WHY IS BRANDING
SO IMPORTANT?
by Lars-Haue Pedersen
Lars Haue-Pedersen
is director of the
Swiss / UK consul-
ting group, TSE
C o n s u l t i n g
( w w w. t s e c o n s u l -
ting.com), one of the
leading providers of
consulting and trai-
ning services to the
international sports
world. Lars is asso-
ciate professor in
“Sports Economics”
at Copenhagen
Business School, and
he lectures in Sports
Management and
Marketing at various
European universi-
ties.
BRAND BUILDING
The term has been a hot topic in the
business world for quite a while now how do we define a brand? Why is it so distinctive picture and association
and is being introduced into the important that we go through the some- positioned in the mind of consumers of
sports industry following the footste- times painful process of branding? And an object (product, service) or a
ps of organisations that have already finally, once we, as an organisation, subject (person, institution). Brands
been successful at it. Those sports have decided to take that step, how do create imaginations and can direct
organisations that have understood we implement it? behaviour patterns amongst custo-
the power of branding, have been mers and consumers.
able, through its implementation, to WHAT IS BRANDING? When applied to sports, this definition
significantly improve general public There is still a general idea in the means that a product or a service,
interest, push participation numbers world of sport that a brand is a logo. such as a type of sport (e.g. basket-
at grass roots levels and raise overall Although the physical aspects of your ball) or an event (world championshi-
revenues. Branding in sport could be organisation (the logo, the letterhead, ps) or a person (athlete), and institu-
the most important tool that organisa- the way your people answer the tion (club, federation) can be percei-
tions might need to use in order to phone, etc.) are key, a brand is more ved as a brand. It also means that
find new growth opportunities. But widely and adequately defined as a sports consumers perceive these
FIBA’S CORPORATE
HOSPITALITY
IN ATHENS
The Olympic Games are the most pre-
stigious, most special, and well-pro-
tected sporting event in the world.
The International Olympic Committee
and its TOP Program for global spon-
sors guarantee an exclusive platform
to an audience that is unparalleled in
sports marketing.
EQUIPMENT SUPPLY
Suppliers of basketball equipment can
become official suppliers of the
Olympics upon recommendation of the
particular international sports federa-
tions, and through agreements with
the local organizing committee. The Fumiya Tamiaki, President and CEO of Molten, makes some remarks to the guests with
FIBA global partners, including the new eight-panel basketball in the background.
Molten (basketballs), Mondo (floo-
rings and basket supports), and
them in the arena strengthens your four years. It is a perfect time for
Champion (referee uniforms) took this
ties and lays a solid foundation for sponsors to make contact and build
special opportunity and were directly
future commitment. So much takes relationships with national federations
involved throughout the Games.
place during the two weeks of the and national Olympic committees, as
Olympic Games. well as one another.
HOSPITALITY
Apart from all of the action on the
To demonstrate the beauty of your
court during the Olympic basketball Champion, Molten, and Mondo each
sport at the highest possible level and
tournaments in Athens, FIBA and their hosted special luncheons along with
also to show the popularity of your
global sponsors also took the opportu- FIBA at the Athenaeum InterCon-
sport, the Olympics is a perfect occa-
nity to visit with some of the many key tinental Hotel during the Olympic
sion for sponsors and organizing com-
individuals in the basketball world Games in Athens.
mittees. Inviting your partners to the
who all convene in one place every At Champion’s luncheon on August 25,
basketball games and taking care of
FIBA ASSIST MAGAZINE | 10 2004 | PAGE 49
SPORT MARKETING AND MANAGEMENT
some of their athletic apparel and Molten used their luncheon on Adecco, the international human
shoes were displayed. Throughout August 26 to introduce its new eight- resource supplier, also participated
the Olympic Games, all of the panel basketball design. with FIBA in Athens by entertaining
uniforms worn by FIBA’s referees Among the guests were members of numerous clients aboard the Queen
were from the Champion apparel line. Japan’s women’s national team. Mary 2. The company had both clients
and company executives attend some
Champion also took the opportunity to Mondo’s luncheon on August 22 was of the basketball games.
showcase two of their television highlighted by the attendance of the
commercials that were used leading various members of the Stroppiana
up to the Athens Olympic Games. family, the longtime owners of Mondo.
Sauro Mambrini, President and CEO of Champion Europe, (second from right) and
Joseph Monahan from Champion Ireland (right) speak with NBA Commissioner
David Stern and Andrew Messick, NBA Senior Vice President for International
Affairs.
Mondo played an
important role in
Athens not only sup-
plying basketball
backstop units, but
also providing floo-
rings and tracks for
other sports as well.
Here left to right:
Aldo Vitale, FIBA
Marketing Director;
Elio Stroppiana,
Chairman of Mondo;
Ferruccio Stroppiana
from Mondo; Patrick
Baumann, FIBA
Secretary General;
and Maurizio
Stroppiana from
Mondo.
school program, started by FEB in FEB organizes and manages a pro- 1. After a school is enrolled to the
2001 and reserved to the primary and gram that involves 19 local basketball program, educational and techni-
secondary schools students, deser- associations. cal equipment is sent to the
ves everybody’s attention. Here is how the project works: school.
PAGE 52 | 10 2004 | FIBA ASSIST MAGAZINE
2. The teachers involved in the project
with each school start to develop
the program with their students.
FROM ATHENS
by Aldo Vitale
VIA BEIJING
TO THE FUTURE
“Welcome home,” proclaimed the Athens 2004 slogan. The the problems were related to the Hellenikon Sports Center,
FIBA Study Center also received a warm welcome from the whose steel structure was imported from Spain. This
Athens 2004 Olympic Committee (ATHOC 2004), thanks to entailed a delay in the adjustment of the existing facilities.
the extensive collaborative efforts the two groups shared Nevertheless, the materials employed and the execution
long before the Olympic basketball tournament. of the building works was of the highest quality and the
The collaboration between ATHOC 2004 and the FIBA work was completed.
Study Center started in April 2001 with the first meeting in This outcome was also made possible through the efforts
Athens at the ATHOC 2004 headquarters. In attendance of the Study Center.
were the FIBA Study Center delegates, top ATHOC 2004 Over the past few years, the Center offered guidance in
personnel, the representatives of the Hellenic Basketball the necessary improvements in the quality and safety
Federation (HBF), and government officials representing standards of the basketball facilities and technical equip-
the Ministry of Public Works. ment.
The focus of the meeting was the use of the OAKA and The results of this teamwork were evident during the
Hellenikon Sports Facilities and the four training facilities Olympic tournaments.
(Maroussi, Ano Lossia, Peristeri and Agia Paraskevi), as The potential multi-purpose problems (the Hellenikon
well as the choice of the most suitable basketball equip- Sports Center also hosted the handball tournament while
ment for the Games. OAKA hosted the gymnastics tournament) were all elimi-
As far as the time schedule was concerned, it should be nated without any difficulties occurring during the compe-
noted that thanks to the valuable collaboration of ATHOC tition stages.
2004 and the Ministry of Public Works, the delivery terms A more detailed analysis of the works undertaken in each
were honored and most problems were overcome. Most of facility now follows.
4. BASKETBALL
EQUIPMENT
We adhere to the highe-
st quality and safety
standards. Each facility
used in the Games for
basketball (as well as
gymnastics and hand-
ball) had the best equip-
ment available, protec-
ting both the athlete and
spectator in the pro-
cess.
With the end of the
Athens 2004 Olympic
Games, the FIBA Study
Center is already looking
PAGE 56| 10 2004 | FIBA ASSIST MAGAZINE
DOCTORS, TRAINERS AND CONDITIONING COACHES
facial
INJURIES
by Enrique Amy
part II
Enrique Amy is Assistant Professor ral anesthesia, nasal bones should ▼ Loose teeth
at the Department of Physical be realigned and an osteotomy may
Medicine-Rehabilitation and Sport be required in some instances to Palpation is recommended to verify
Medicine of the School of Medicine improve facial symmetry. changes in contour of the bone or
at the University of Puerto Rico. Approximately six weeks is required crepitation (sounds) in the joint.
for the injury to heal. Bimanual manipulation helps to
NASAL FRACTURES detect mobility between the frag-
The prominent position of the nose FRACTURE OF THE MANDIBLE ments.
makes it a common site of injury Fracture of the mandible or the infe-
during team sports. rior maxilla occurs very often in As a general rule, x-rays should be
The lower portion of the nasal bone sports. taken at different angles.
is broad, thin, and subject to fractu- The parts affected in are the base of
re. Direct frontal force to the nasal the mandible and the alveolar process. FRACTURES OF THE MAXILLA
dorsum usually results in fracture of Of all the bone fractures, 50 percent Maxillary fractures are classified by
the lower half of the nasal bone. involve teeth in the line of the fractu- location and severity in: Le Fort I, Le
Lateral impact accounts for most re, more frequently in the area of the Fort II, and Le Fort III.
nasal fractures. third molars, canines, and premolars. In Le Fort I fractures, the palate and
Fractures and dislocations of the In many occasions, periodontal alveolar process are separated from
anterior (cartilaginous) septum often defects and defects in the bone are the maxilla by a fracture line above
accompany nasal fractures. related to the position of the line of the antral floor and the floor of the
fracture. nose.
In a nasal fracture, crepitance and The clinical signs of this type of frac-
mobility of the fractured segments is Some typical signs that can be ture are: edema, hematoma, disoc-
often found. observed in case of fracture are: clusion, open bite, mobility of the
External nasal deviation may be pre- alveolar process, epistaxis, and
sent, but it can be masked by edema. ▼ Tooth displacement paresthesia.
The intranasal structures should be Emergency treatment should include
thoroughly examined and shrinkage ▼ Alteration in chewing temporary immobilization and refer-
of the mucosa with a vasoconstrictor ral to an oral and maxillofacial sur-
may be required. ▼ Paresthesia geon.
A complication that should not be
missed is hematoma of the septum, ▼ Abnormal movements In Le Fort II fractures, the line of
because it can lead to collapse of of the mandible fracture goes through the lateral and
the nasal structures due to the loss anterior walls of the maxillary sinus
of septal cartilage secondary to ▼ Edema and continues through the infraorbi-
abscess formation or pressure tal borders to unite with the bridge of
necrosis. ▼ Lacerations the nose.
This fracture is commonly known as
The basic treatment for this injury is ▼ Hematomas “floating fracture”.
similar in children and adults. The signs and symptoms are: bilate-
Under intravenous sedation or gene- ▼ Ecchimosis ral infraorbital paresthesia, diplopia,
FIBA ASSIST MAGAZINE | 10 2004 | PAGE 57
DOCTORS, TRAINERS AND CONDITIONING COACHES
and abnormal skin sensations. ▼ Limitation of the oral opening. ▼ Helping prevent trauma to the
Treatment should include the imme- temporomandibular joint
diate intervention of a maxillofacial ▼ Deviation when opening the
surgeon in a hospital setting. mouth toward the affected ▼ Serving as a splint, keeping
area. teeth in their place when a
Le Fort III fractures are similar to Le strong hit is received
Fort II except that the patient presents ▼ Open bite in the counter-lateral
with loss of cerebral-spinal fluid area of the trauma. A mouth protector should have the fol-
through the nose. lowing properties:
The patient may present other featu- ▼ Blood in the external
res of traumatic brain injury. hearing canal. ▼ Custom made for a specific
patient.
FRACTURES OF THE ZYGOMA ▼ Pain when the place
Fractures of the zygoma occur fre- of fracture is touched. ▼ Fine and smooth edges.
quently because of its prominent late-
ral position in the facial structure. The changes suffered in the temporo- ▼ Enough retention to avoid
Diagnosis of this condition is perfor- mandibular joint cause pain, inflam- coming out of place during
med through a clinical exam and a mation of the chewing muscles, liga- competition.
series of x-rays. ments, cervical region, and the arm, in
The zygomatic bone should be palpa- some cases. ▼ Strong enough so that teeth
ted, feeling for flatness of the cheek or Chronic symptoms of the joint can be cannot penetrate it.
steps in the orbital rim. associated with psychological pro-
Other signs and symptoms of this frac- blems, such as anxiety and depres- ▼ Lasting approximately
ture include periorbital ecchymosis, sion. two years.
edema, molar prominence, orbital
margin deformity, epistaxis, crepita- CUSTOM-BUILT MOUTH PROTECTORS ▼ Thermal resistant so that
tion, diplopia, and difficulty with ope- Mouth protectors are used to protect it can be sterilized.
ning or closing the mouth. various structures in the oral cavity
Treatment may vary and depends on during athletic events, and their con-
▼ No smell or flavor.
the extension of the fracture. In many struction is an essential service provi-
cases, this fracture will require surgi- ded by sports dentistry.
▼ Reasonable cost.
cal treatment with reduction under
general anesthesia. Mouth protectors are removable
TYPES OF MOUTH PROTECTORS
appliances that usually cover the
There are three types of mouth pro-
TEMPOROMANDIBULAR JOINT upper teeth; but they can also cover
tectors:
The temporomandibular joint is found the lower teeth as well.
Ready-made. They come in a universal
on both sides of the face, immediately These protectors are made up of a
under the ear, close to the hearing flexible material that is constructed size and are placed over the upper
canal. from a plaster model of the patient’s teeth. These models are sold in most
teeth. sporting good stores.
Trauma is the etiologic factor in the Custom-made mouth protectors are Mouth-formed protectors. There are
majority of the disorders of the tempo- preferred and a trained dentist should two types: thermo-set and chemo-set.
romandibular joint. fabricate them. The thermo-set type is found in spor-
ting goods stores and is softened in
There is a higher probability of trauma Mouth protectors are essential for hot water, tempered in cold water, and
to this joint in athletes that participate athletes involved in contact sports. adapted directly over the teeth.
in contact-collision sports. The chemo-set type is adapted throu-
The main functions of mouth protec- gh the use of soft auto-polymerized
Many of these athletes suffer direct or tors are: resin and it is used by the majority of
indirect hits to the joint that, in the athletes.
long run, cause chronic injuries that ▼ Protection of soft tissue and Custom-built protectors are fabricated
are very difficult to correct. lips from lacerations caused on a stone model of a mold of the ath-
by the teeth in times of contact lete’s teeth.
In the diagnosis of condyle fractures, This type is preferred because it is
the following signs and symptoms ▼ Cushioning and distribution of more adaptable to the oral tissues,
should be taken into consideration: direct punches to the jaw, comfortable, and interferes minimally
reducing the incidence with breathing and speech.
▼ Evidence of facial trauma, of fractures These are fabricated by a dentist or a
especially in the area of the dental technician.
mandible and symphysis, ▼ Providing support to the jaw, More durable than the other types of
accompanied by pain. absorbing the punch, mouth guards, these are the only ones
and minimizing the possibility that really guarantee maximal protec-
▼ Swelling in the joint area. of a fracture to the condyles tion.
PAGE 58 | 10 2004 | FIBA ASSIST MAGAZINE
DOCTORS, TRAINERS AND CONDITIONING COACHES
MEDICINE BALL
by Phil Dyer EXERCISES FOR
BASKETBALL
Phil Dyer is currently
working as the Head “WOODCHOPPERS”
Athletic Trainer at
Caldwell College in
Caldwell, New
Jersey. He is a licen-
sed, certified Athletic
Trainer as well as a
certified Strength &
Conditioning
Specialist. He over
sees all rehabilitation
and strengthening
programs for the ath-
letes, especially the
basketball programs.
EXTENDED
ROTATION
shoulder to right knee. Start by stan- Keys to this exercise are to use the ting the ball with the core. Keep the
ding with knees slightly flexed, feet hips and knees as stabilizers so that arms as straight as possible while
shoulder width apart, upper body the core can significantly benefit from trying to reach the ball all the way to
erects - core tight, ball extended high the motion of the ball. Keeping the the side of the body. Bring the ball
overhead. The motion is swinging the arms straight will allow more force to back to the starting position, pause,
ball straight down between the legs be generated, thus adding stress on and then explode in the other direc-
(keeping the arms straight) below the the mid-section (core), while recrui- tion.
knees. As the ball nears the mid-sec- ting more muscles around the leg Keys to this exercise are to make sure
tion of the body, start to bend at the joints to stabilize. This is a great exer- the lead hip (direction the ball is acce-
hips - knees to allow the ball’s momen- cise for strengthening the lower back. lerating) is flexing and the trail hip is
tum to flow all the way down near the extending. Concentrate on keeping the
floor. Start to decelerate the ball with EXTENDED ROTATION ball above the waist, and pausing at
the core when it approaches the Start in solid squat position (standing the starting point. This ensures the
shins. Explode back up into the origi- with hips, knees flexed, feet shoulder proper movement is started and
nal position. The angled motions are width apart, upper body erect - core muscles are recruited each time. This
done the same way, except now the tight). The ball is extended straight out exercise is a good way to teach a
ball starts across the body at the from the body just above the waist. basketball player to strengthen his
shoulders and angles down to the out- Start by twisting (can be either direc- stance while overcoming lateral for-
side of the opposite knee. tion first) towards the right, accelera- ces.
PAGE 60 | 10 2004 | FIBA ASSIST MAGAZINE
DOCTORS, TRAINERS AND CONDITIONING COACHES
Mini-Basketball
Program
by Marina Zollner
in Berlin
Marina Zöllner, an ex-German sessions, discussions, and visits to Division of the groups in the 2003/2004
National women’s team and club observe training sessions. season:
player with TuS Lichterfelde, has
been coaching the mini-basketball MINI-BASKETBALL ORGANISATION IN BERLIN ▼ Mini advanced F1 Born 1993
teams at TuS Lichterfelde since 1978. The mini-basketball games are orga- and younger with game experien-
nized by the Berlin Basketball ce
TUS LICHTERFELDE AND BASKETBALL Federation, which has divided the ▼ Mini advanced F2 Born 1993
Around 3,000 members of the various player groups in a way so the and younger with little game expe-
Lichterfelde Gymnastics and Sports children can play against each other rience
Club, which was founded in 1887, play based on age and ability. It is of great ▼ Mini beginners A1 Born 1994
thirteen sports. The sports that importance for all players to gain and younger
attract the largest following are sport actual playing experience. However, ▼ Mini beginners A2 Born 1995
gymnastics, then basketball (545 for philosophical reasons, no cham- and younger, plus complete begin-
members), and gymnastics. pionships are held. ners 1994
The basketball
department has 33
teams playing acti-
vely and is one of
the largest in
Germany.
In 1992, the basket-
ball department
signed a coopera-
tion contract with
Alba Berlin for the
men’s teams. The
ALBA/TuSLi coope-
ration project was
developed on many
levels. The first step
was moving the
ALBA player, Emir
Mutapcic (ex-natio-
nal player for Bosnia
& Herzegovina, and
later coach of
ALBA), to TuS
Lichterfelde.
Another level is the
c o o p e r a t i o n
between the ALBA
and TuSLi trainers;
the head coach
works for both ALBA
and TuSLi; there are
jointly held training
PARENTS
We want to keep the parents intere-
sted in basketball as a sport. Parents
help with organizing car shares to
games or tournaments, provide refre-
shments (e.g. buffets at tournaments),
organize parties or leisure-time plan-
ning. At games, they set up in the hall
and put things away afterwards, help
the table officials as timekeepers and
scorers, and wash the uniform shirts.
Finally, they can give financial support
through sponsorship (playing shirts,
warm-up suits) or donations, photo-
copying information leaflets, putting
address lists together. Even so, in spite
of all the help they provide, parents are
During the first year, the 7- and 8- 10 min. runs, 6-day races. not instructors or coaches.
year-olds have weekly training ses-
sions. LEARNING BASIC BASKETBALL SKILLS THE FUTURE
The aim of these sessions is to teach ▼ Passing, catching (chest pass, Several changes instigated by the
the basics of dribbling, passing, cat- floor pass). regional trainers will be introduced in
ching, and lay-up shots. When the ▼ Throwing (right and left handed the coming season:
youngsters play full-court, 5-on-5, lay-ups).
the focus is on play with two baskets ▼ Dribbling. All groups will play 4-on-4. Fewer
and observation of the foul, travel- players on the court means more
ling, and double-dribble rules. The During the second year, the basics are space for individual moves. This
overall aim is to lead up to team developed into skilled playing: pas- should mean more ball contact for
game-level via small games with and sing, catching, dribbling, and right and each player and, therefore, better trai-
without the ball. left lay-ups. The children have 1-2 trai- ning in basic techniques. Demands on
ning sessions per week. conditioning will also increase.
Training of core motor skills:
▼ Strength: push and pull exerci- In the third year, all techniques are The referee will not check the ball at a
ses/climbing/relays with medicine reinforced, physical conditioning throw-in (except in the case of a foul).
balls (exercises with body weight improved, and particular emphasis is This should mean more speed in the
only, no additional weights). placed on man-to-man defense. game, more fluidity of play. Quick swit-
▼ Co-ordination: running with and Training regularly takes place twice a ches and fast breaks will be encouraged.
without the ball, ball handling, week.
skipping, exercises from other Man-to-man defense over the entire
sports, e.g. gymnastics, trampoli- MINI-BASKETBALL INSTRUCTORS, court is a regulation of play. One-on-
ne. AND ASSISTANTS one playing continues to be encoura-
▼ Flexibility: yes, but no stretching The mini-basketball instructor’s aim is ged; each player must take responsibi-
(except in certain individual to show children how much fun lity. These measures mean playing
cases). basketball can be. On this basis, the under more pressure and should lead
▼ Speed: reaction games, small trainer has to work with all children in to improved switching and quick
games. the group and organize his training to attack speeds, and implementation of
▼ Aerobic stamina: small games, 5- be as flexible as possible. Most TuSLi the basic techniques.
FIBA ASSIST MAGAZINE | 10 2004 | PAGE 65
LETTERS TO THE EDITOR
play
NOW IT’S OUR TIME TO WRITE A LETTER...
with us
FIBA Assist has already passed our first year of life and we want to thank all the people from every corner of the globe
who have contributed to the magazine with such great enthusiasm and passion. The Olympic Games were an unbelie-
vable showroom for our sport, and the incredible results were the best advertising for the most popular indoor team
sport in the globe.
We mention the Olympic Games because we are glad to have as our contributor to this issue, Ruben Magnano, the
head coach of Argentina, the gold-medal winning team. Above all, we would like to thank him for his great collabora-
tion and availability. Even though he has been besieged with so many commitments, Coach Magnano worked through
the night to give us the article on time (and just one week after the end of the Games), showing us that he is not only a
great coach, but also a very nice person. Thanks, Coach, and congratulations to you and your team!
The Editor-in-Chief and all the editorial staff of FIBA Assist Magazine
NIEDNAGEL THEORIES whistle, avoiding any possible protest from the coaches
I was absolutely fascinated by the theories Jonathan or players. This is especially critical at the end of the
Niednagel mentioned in his article on the different brain periods and especially at the end of a game. The device
types and what it means in sports. Could you be so kind consists of a base station that is designed to interface
to let me know how I can contact Niednagel? I would al- with the arena time-keeping equipment. Each referee
so like to know how to order his book. Thank you very wears a special belt pack, which signals at the speed of
much and, again, thanks for printing his article. the light the starting and stopping of playing time. The
Stefan Hermann, Munich (Germany) referees also have omnidirectional microphones that
are tuned to a specific whistle frequency. The game
Professor Jonathan Niednagel can be reached by e- clock is instantly stopped when the whistle is blown.
mail at this address: jeremy@braintypes.com. The In- You can obtain more information about the device from
ternet site is www.braintypes.com. The title of his book the company Web site at www.precisiontime.com.
is: The NBA, many American universities and high schools
“Your Keys to Sports Success”, by Jonathan Niednagel, has officially adopted the Precision Time System, and,
Laguna Press, Laguna Niguel, California 92677, USA since this past September, FIBA has used it for all inter-
national competitions. FIBA now recommends its use
A DEVICE FOR REFEREES for all national Division 1 and 2 teams.
I heard that at the Olympics Games in Athens a special
device for basketball referees was used for the first ti-
me. Please explain what it is and how it works.
Editorial Office: Cantelli Editore, V. Saliceto 22/E, 40013
Akiro Morikawa, Kyoto (Japan)
Castelmaggiore (BO), Italy
Tel.+39-051-6328813- Fax +39-051-6328815
The device you are referring to is the Precision Time
Editor-in-Chief: GIORGIO GANDOLFI
System, and Michael Costabile, a former NBA referee,
E-mail: fibaassist@cantelli.net
invented it in 1992. The first time it was used by FIBA
Note: Readers who wish to send technical or non-techni-
was at the 2002 FIBA World Championships in Indiana-
cal articles are kindly requested to read the information in
polis, and then at the Olympic Games in Athens this past
the box INVITATION TO THE READERS on page 4 (or onli-
summer. In short, the Precision Time System stops the
ne at www.fiba.com).
game clock immediately when the referee blows the