Basketball Skills & Drills (PDFDrive) PDF
Basketball Skills & Drills (PDFDrive) PDF
Basketball Skills & Drills (PDFDrive) PDF
jerry V. krause
Don Meyer
Jerry Meyer
Human Kinetics
Library of Congress Cataloging-in-Publication Data
Krause, Jerry, 1936-
Basketball skills & drills / Jerry V. Krause, Don Meyer, Jerry Meyer. -- 3rd ed.
p. cm.
Includes bibliographical references and index.
ISBN-13: 978-0-7360-6707-2 (soft cover)
ISBN-10: 0-7360-6707-8 (soft cover)
1. Basketball--Coaching. I. Meyer, Don. II. Meyer, Jerry. III. Title. IV. Title: Basketball skills and drills.
GV885.3.K68 2008
796.323077--dc22
2007012745
ISBN-10: 0-7360-6707-8
ISBN-13: 978-0-7360-6707-2
Copyright © 2008, 1999, 1991 by Jerry V. Krause
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Basketball
Skills & Drills
third edition
Contents
Chapter 3 Ballhandling . . . . . . . . . . . . . . . . . . . . . . . . . . 39
Passing and Catching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Passing Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
Types of Passes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Catching Principles . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47
Communication of Passing and Catching . . . . . . . . . . . . . . . . . . . 50
Dribbling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Basic Ballhandling Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
Chapter 4 Shooting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Field-Goal Shooting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Shooting Mechanics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
Types of Shots . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Free-Throw Shooting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Shooting Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
iv
Chapter 5 Outside Offensive Moves: Playing the Perimeter . . 113
Fundamentals of Live-Ball Moves . . . . . . . . . . . . . . . . . . . . . . . . 114
Fundamentals of Dead-Ball Moves . . . . . . . . . . . . . . . . . . . . . . . 122
Perimeter Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
v
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Preface
vii
viii Preface
The basic skills are the foundation for success at all levels of basketball. For
example, Michael Jordan, Tim Duncan, and Dwayne Wade, three of the greatest
players ever, combined the proper and quick execution of exceptional fundamental
skills with great natural abilities. These superior skills were developed through years
of dedication to continuous improvement. Hall of Fame player and coach John
Wooden stated that all players must learn to execute the fundamental skills properly
and quickly in order to be successful. Basketball Skills & Drills can help all coaches
and players reach that goal.
Introduction
• Learn by teaching. Players should be encouraged to teach and learn from each
other (buddy coaching) and to teach younger, less experienced players. One of
the best ways to teach others is by doing your best. Others are more interested
in what you do than in what you say.
• Never stop learning. When you integrate learning into all that you do, you bene
fit immensely. Every moment, every time that you make learning a priority, you
bring something positive into your life—a learning experience.
Levels of Learning
Movement learning experts have found that basketball skills are learned in three
stages:
1. Cognitive stage: The player forms a mental picture of the skill, usually by using
a demonstration or explanation from the teacher or coach.
2. Practice stage: This occurs when the player imitates the demonstration, the
imitations are corrected and reinforced, and the skills are repeated.
Introduction xi
3. Automatic stage: Players can perform skills without thinking. The movements
Critical Cue:
have become habits and can be performed as game moves at game speed. Drills should be aimed
at game moves at
Basic skill learning in stages can also involve the senses: game speed.
1. The look of a skill: A player knows what a proper skill looks like and uses the
dominant visual sense to learn the skill. Partner or buddy coaching allows a
player to develop this stage—watching (and seeing) teammates perform the
skill and then reinforcing what they are doing correctly as well as correcting
their mistakes. To maximize team learning of basic skills, coaches should con-
vince all players to take responsibility for the basic skill learning of all of their
teammates. A team is only as strong as its weakest link, and its strength is also
dependent on each player teaching all of the other players (e.g., the use of echo
calls, as discussed later).
2. The sound of a skill: How a movement sounds is another element of learning in
this model. After players know the look of a proper skill, their focus can shift
to sound, such as the sound of a dribble on the floor or the sound of proper
passing (ping) and catching (click).
3. The feel of a skill: The player’s feeling is the highest sensory development of
skills, for example, when shooting a free throw in practice with the eyes closed
or dribbling a basketball while keeping the eyes focused on the net or the
rim.
Visualization is a mental tool that can be applied in all three sensory areas. Learning
takes place in a relaxed state when a player mentally practices the skill by picturing
perfect performances. This is best done when players focus on mentally re-viewing
their own successful performance—how it looks, sounds, and feels. Thus, players
need to become aware of the look, sound, and feel of a skill.
Communication
One of the paramount components of teaching and learning is communication.
The ability to disseminate palatable information to players is a valuable tool, one
that players and coaches have to sharpen each day. It’s not what coaches teach,
but what players learn, that is important. Not all players learn the same way or at
the same speed; what is effective for one may not be effective for all. For coaches,
the challenge is to know how to teach players in a way that allows them to learn
best. Communication, like learning itself, requires patience, open mindedness, and a
common goal (usually knowledge gained). When those elements are present, coaches,
players, and teams have the greatest opportunity to grow and succeed.
An example of an effective communication tool is echo calls—when players repeat
a critical teaching or learning cue or a coach communication to ensure that all
players learn it. Players who teach and communicate with each other learn more
efficiently. This kind of audible communication also encourages an environment
where team interaction takes place. Players on the floor can never communicate
too much.
In his bestselling coaching book Successful Coaching, Rainer Martens identifies six
areas of development for communication skills:
xii Introduction
1. Credibility
2. Positive approach
3. Information over emotion
4. Consistency
5. Listening skills
6. Nonverbal communication
Credibility with players is based on respect. Each player should be allowed the
opportunity to build confidence and self-respect during the basketball experience.
To develop self-respect while earning the respect of others should be the rule for
both players and coaches.
Communication between players and coaches should generally be positive in
nature, emphasizing praise and rewards more than punishment and criticism. Telling
players what to do rather than what not to do is a preferred technique of the positive
approach. For example, when teaching shooting, coaches might tell players to shoot
up, rather than telling them that the shot is too low. Coaches should look for what
players are doing right instead of focusing on what they are doing wrong, which is
a problem common to most coaching styles.
Messages to players should be filled with factual information as opposed to
emotional outbursts. Players need to know what to do correctly; they do not
need to be yelled at for making mistakes. Positive emotion or praise tends to be
more helpful, especially when players can gather needed information from it in
order to learn skills or to correct mistakes. Coaches can use negative emotion and
punishment sparingly and only when the negative approach is the best alternative.
The feedback sandwich described later is an excellent way to provide necessary
information. Information is used best by players when it is specific. A statement
such as “Your head is centered” might be better than “Great balance!” in terms of
information. Reducing judgment and increasing information are good guidelines
for coaches.
Consistency of communication is also important for coaches. Players are looking
for consistent messages and feedback from more mature adults. Consistency provides
a zone of comfort for communication with players, whether the communication is
verbal or nonverbal. What coaches say should match what they do whenever pos-
sible. Athletes are quick to sense hypocrisy. They expect coaches to be honest and
real. As Martens states, “Be as good as your word.”
One of the most challenging areas of communication development is listening.
Good listeners maintain eye contact, constantly search for meaning, have respect for
the communicator, and become active listeners. Coaches should focus on two-way
communication in which players can interact and voice their concerns and questions.
Players’ acceptance of a mistake mentality is helpful for enhancing listening and
reducing fear, doubt, and worry that can accompany communication. Nonverbal
communication in the form of positive body language is also important when listen-
ing. Body gestures, appropriate touching behavior, and voice quality are all useful
skills to improve communication and listening.
The primary measure of communication is what players learn, not what coaches
know. Thus, it is imperative for coaches to improve their communication, for them-
selves and for their players, in order to enhance learning.
Introduction xiii
Feedback
The learning process happens faster when appropriate feedback on skills is given
according to these guidelines:
• Feedback can best be provided by an experienced coach, but players need to
learn how to provide their own feedback whenever possible. For example, a
player can observe the starting point and landing spot of the feet before and
after a jump shot.
• Players must be told what is correct (reinforcement) and incorrect (information
on mistakes). Mistakes should be known, acknowledged, and understood by
the players; then a specific plan is needed to correct those mistakes.
• The correction of player errors should be consistent. For players, the best
learning approach to mistakes is to recognize them (with the coach’s help), to
acknowledge and admit them (to other players), and to learn from them and
then forget them.
• Specific information is better than general feedback: “Great full follow-through”
is better than “Nice shot.”
• Provide feedback as soon after performance as possible, the sooner the better.
An exception might be postgame feedback when emotions of both coaches and
players may be too involved.
• Use feedback sandwiches. Dennis Docheff, teaching expert, recommends a
three-part feedback message: reinforcement (find something being done cor-
rectly), information (correct the skill or behavior that needs improvement), and
praise (provide encouragement at the end). An example might be something like
this: “Jim, on your last shot, great follow-through at the elbow, but you need
to get lower and have your feet wider for better balance . . . that’s the way to
keep working at game speed.” Champion college coach Mike Dunlap uses this
format for coaching feedback:
1. Praise (find a positive) Critical Cue:
Feedback increases
2. Talk and tell (prompt and correct and tell them the next step)
the learning rate.
3. Leave them (to learn)
1. Coaching is teaching:
• Know why you teach a skill; knowing helps the teacher as well as the learner.
• Focus on the skill first (not on the drill or strategy).
• Focus on how well you do something rather than what you do (execution over
repetition and quality over quantity).
• When teaching or coaching, preview first (tell what you are going to teach), view
(teach it), and then review (tell what you taught).
• Help players remove their learning blocks of fear, doubt, and worry.
2. Demonstrate and explain the following properly:
• Make sure that all players can see and hear you.
• Do it correctly, to show the big mental picture.
xiv Introduction
COMPETITIVE
GREATNESS
“Perform at your best when
your best is required. Your
PA
H
TIE
best is required each day.”
IT
NC
FA
E
POISE CONFIDENCE
“Be yourself. Don’t be “The strongest steel is
thrown off by events well-founded self-belief.
whether good or bad.” It is earned, not given.”
PYRAMID OF SUCCESS
Figure 1 John Wooden’s Pyramid of Success.
From WOODEN ON LEADERSHIP (McGraw-Hill) and www.CoachWooden.com.
E3888/Krause/fig.I.01/281203/alw/r5
quality, action, or performance that is praiseworthy (and why); one element
that could be improved (and how); and relevant insights or comments.
10. Coaches and players both need to know themselves, to develop their own
unique talents, and to serve others.
The instruction and information in this book is considerable. The potential for
learning basketball skills depends on first having the skills to teach and learn effec-
tively. Coaches and players can use these guidelines to help gain the most from the
basketball skills and drills in this book.
Key to Diagrams
Offensive player
X Defensive player
C Coach
Path of player
Path of ball
Screen
Dribble
E3888/Krause/Key/301261/alw/r1
xvi
chapter 1
O ne of the foremost tasks of a coach is to teach players how to move and control
their bodies. Fundamental movements, sometimes called basketball basics, are
essential tools for all players.
Coaches need to teach players to move effectively (getting the job done) and effi-
ciently (moving the best way). They teach players to conserve time and space and
to move with a purpose, reducing wasted motion. In essence, basketball is a game
of balance and quickness—all movements should focus on these purposes. Players
should strive to “tighten” their game, to increase balance and quickness.
The overall consideration for coaches and players should be on the development
of individual balance and quickness. Balance depends almost solely on footwork,
starting in the feet but ending with the head. Because of its size (almost 10 pounds
[4.5 kilograms]) and body position, the head is a key to balance; it should be cen-
tered over the base of support. The head moves in the desired direction to become
unbalanced, thus committing the player to quick movement in that direction. Simi-
larly, quickness is related to both the head and the feet, but in the opposite order.
Quickness is first a state of mind (think quick and then be quick), starting in the head
and ending in the feet (it depends on footwork). Both balance and quickness depend
on proper footwork and are closely related to head position and state of mind.
Basketball is also a game of quickness (hand and foot) and speed (overall body
motion) that are used at the proper time. Coaching should continually emphasize
the principle of doing things right, then quickly—making the right move quickly at
Critical Cue:
Move correctly first,
the right time—while developing and maintaining individual, physical, emotional,
then move quickly. and team balance and correct offensive and defensive position.
The six fundamental positions and movements of basketball are stance, starts,
steps, turns, stops, and jumps. Because quickness is so important, these basic posi-
tions are all designated with the word quick.
Quick Stance
Players need to develop the habit of a good basic basketball position to ready them
for quick movements. Quick stance requires adequate levels of muscle strength and
endurance in the core area (abdominal muscles in front, lower-back muscles behind).
Teaching quick stance on offense and defense is a challenging task, and patience
is essential with younger players who may not have the strength and muscle endur-
ance to stay in this position very long. The most important part of a quick stance
is achieving and maintaining bent-knee and bent-elbow positions. All joints should
Critical Cue: Play
and stay low to the be flexed and ready. The game is played low to the floor. The lower players get, the
floor. Get in and stay higher they can jump; the more explosive their moves to the basket are, the quicker
in a quick stance. they are on defense, and so the better they can protect the ball. “Play low and stay
low” is a critical concept for all players.
Teach players the feeling of quick stance—being ready for anything, feeling quick.
Maintaining this basic position is hard work; players must become comfortable in
an awkward, unnatural, monkey-like position. Players should sit into the stance—get
low—and stay in the stance. Consistent and early emphasis on quick stance teaches
athletes to assume it automatically. Quickness is a combination of thinking quick,
feeling quick, and becoming quick by improving skills. A good test for quick stance is
for a player to imagine sitting in a chair with the head positioned behind the knees,
as shown in figure 1.1.
Basic Body Control 3
Foot Position
The best foot placement in most situations is the slightly
staggered stance with the toes pointing slightly outward,
not straight ahead. The feet should be about s houlder-width
apart, with the instep of the front foot along the same hori-
zontal line as the big toe of the other foot (see figure 1.2).
Players should use this position when they need to move in
any direction. To get into this foot position, players should
put the feet together, move the preferred foot forward until
the big toe of the back foot is next to the instep of the forward
foot, and then step sideways with the preferred foot until it
is about shoulder-width for balance and quickness.
The parallel stance shown in figure 1.3 is best used for
side-to-side movement as well as for catching the ball and
stopping, stopping after dribbling, and responding defensively
when a defender moves laterally. In time, players use both
stances interchangeably.
Figure 1.1 Quick-stance test—sit into the
stance (side view).
Critical Cue:
Stagger the stance
with the toes pointed
slightly outward for
the quick stance.
Figure 1.2 The staggered stance (top view). Figure 1.3 The parallel stance (top view).
E3888/Krause/fig.01.03/281207/pulled-alw/r1
An instep-and-toe relationship, with the feet Toe-to-toe relationship, with the feet shoulder-
E3888/Krause/fig.01.02/281206/pulled-alw/r1
shoulder-width apart and the back foot toed width apart and the toes pointed slightly
slightly outward. The figure shows offensive outward.
quick stance (right-handed player).
Weight Distribution
Body weight should be evenly distributed from side to side, from front to back, and
Critical Cue:
between the feet. The heels should be down, with most of the weight (60 percent) Weight distribution for
on the balls of the feet, although pressure should be felt on the toes and heels. The the quick stance—eagle
toes should be curled and the heels kept down. claw stance, weight on
the whole foot.
Players may incorrectly place all of their weight on the balls of the feet with the
heels off the floor, but this position is slower because the heel has to be brought
down before forceful movement can occur. A good way to teach the feeling of proper
position is to ask players to take an eagle claw position, with the heels down and the
toes curled.
4 Basketball Skills & Drills
When players are on defense, they should add footfire to their basic quick-stance
position. Footfire means keeping the feet active and in constant motion without
leaving the floor surface, a technique that helps keep the leg muscles stretched and
Critical Cue:
ready for action and makes the defender quicker. Players can imagine that they are
Defensive quick
stance—footfire. standing on a bed of hot coals, without their feet leaving the floor. For offensive or
defensive quick stance, the weight has to be on the whole foot.
a b
Figure 1.4 Offensive quick stance (triple-threat position): (a) Front view—the head, the key to
balance, carried up and alert—the apex of the triangle. (b) Side view—sit into the stance, the
back straight, the chest out, and the head up; pit and protect the ball.
footfire to their footwork. See figure 1.5. Players should keep the hands and arms
bent and close to the body for balance and quickness. The whole sole of each foot
should be touching the floor. Remind the players to stay low—the angle at the knee
joint in back of the legs should be 90 to 120 degrees in order to maintain the low
center of gravity needed for quickness and balance.
a b
Figure 1.5 Defensive quick stance with joints bent: (a) front view, (b) side view.
3
X3
2
X2
b
A player’s overall speed (moving the body from point A to B) is important in basket
ball, but not as critical as quickness (hand and foot speed). Coaches should strive
to improve the quickness of each player. Thinking quick and being quick should be
the player’s constant focus.
Quick Starts
Starting is the first skill players must learn that uses quick stance. To start quickly,
players shift body weight (and the head) in the desired direction of movement.
Critical Cue:
For example, to move to the left, body weight is shifted over the left foot by lean-
Think quick
and be quick. ing to the left. Because the head is key to balance, it always leads the weight shift
(figure 1.6).
To be quick at the right time, players must
remember that all motion change begins on
the floor. This means taking short, choppy
steps whenever a change of motion or quick
start is needed. Teach players to keep their
feet in contact with the floor as much as pos-
sible and to use the floor to their advantage
by staying close to it.
Front (Lead) Foot First. From basic posi-
tion, players should shift weight in the direc-
tion of movement and start by taking the first
step with the nearest foot. For example, to
move to the right, take the first step with the
right foot. To move forward, take the first
step with the front foot (push from the back
foot and step with the lead foot). This tech-
nique is most often used in basketball when
focus and attention to the ball are necessary.
Figure 1.6 Moving laterally left: body weight toward the desired Sometimes, it is quicker to step across with
direction of movement (over the left foot).
the trail (back) foot and run or sprint in the
desired direction of movement, particularly when a defensive player is beaten by the
opponent and must run to recover.
Defensive Quick Start. On defense, players should use a sliding motion. They
Critical Cue:
Quick steps—play and should keep their feet at shoulder width and use short, quick shuffle steps. This
stay low to the floor technique is called the push step, or step (lead foot) and slide (rear foot). The lead
(the floor is a friend). foot moves in the desired direction from the force of the trail foot at the same time
as a short, quick push step (lead foot first) is taken (figure 1.6). The force for the
push step comes from a power push from the trail foot, which moves the body and
Critical Cue: transfers the weight to the lead foot, quickly followed by a pulling slide step taken
Defensive quick steps— with the trail foot to regain basic position, without bringing the feet together. Players
push steps (step and should keep their feet wide at all times: Step and slide, low and wide, you can’t get too
slide, low and wide,
can’t get too low, low, you can’t get too wide. The lead step and the pull and slide steps are short (12 to
can’t get too wide). 24 inches [30 to 60 centimeters]), and the stance is kept low and wide.
Players should learn to execute defensive starts and slides in side-to-side, forward,
backward, and diagonal directions (figure 1.7), with the head level. Head bouncing
Basic Body Control 7
a b
Figure 1.8 Live-ball move—direct drive: (a) offensive quick stance (triple-threat position), (b) first
step—long and low.
Quick Steps
Quick steps are the basic motion changes that allow players to use speed and quick-
ness to complete plays and execute offensive and defensive strategies. They consist
of changes in speed or pace and in direction at an angle (usually 90 and 180 degrees
to the original motion direction). Quick steps are usually slow-to-quick moves that
use quickness at the right time.
a b c
Figure 1.9 Live-ball move—crossover drive: (a) triple-threat position, (b) circle tight with ball, (c) long and low crossover
step.
3
X3
2
X2
b
8
Basic Body Control 9
Turn Step
foot foot
a b
Figure 1.11 Right-foot pivot—front turn: (a) starting position and (b) ending position.
Turn Step
foot foot
a b
Figure 1.12 Left-foot pivot—rear turn: (a) starting position and (b) ending position.
Critical Cue: For want to face the basket, rear turns on the nondominant foot (as the PPF) are usually
quick turns, keep the used to clear space, although some coaches prefer front turns. On defense, players
head level, lead with
the elbow (rear turn), use the pivot as the first move when changing from one position to another and
and punch into the when rebounding, as shown in figure 1.13. This is sometimes called a swing step.
turn or lead with the
elbow (front turn). Quick Stops
To be quick with balance and control, players must be able to use quick stance, start
properly and quickly, move quickly (by stepping, running, turning, or sliding), and
Basic Body Control 11
3
X3
2
X2
b
Step
foot Step
Turn foot
foot Turn
a b c
foot
Figure 1.13 Defensive rebounding: (a) front turn, (b) rear turn, and (c) block-out contact.
stop quickly in a balanced position. The two recommended basic basketball stops
are the one-count quick stop and the two-count stride stop.
Quick Stop. The preferred stop for most situations, the quick stop, is executed at
the end of a running or sliding motion. It should not be called a jump stop (jumping
results in slower stops and too much air time). When running, a player does a quick
stop by hopping slightly from one foot, skimming the floor surface, landing in a
parallel or slightly staggered stance (basic or quick stance position; figure 1.14), and
sticking the landing with soft feet. Feet hit the floor at the same time in a one-count
motion: Hop from and skim the floor with one foot and land on two feet.
The quick stop conserves time and space and can be used on defense or offense
(with or without the ball); it is a complement to the quick turn, one of the primary
12 Basketball Skills & Drills
Hop
a foot b
Figure 1.14 Quick stop: (a) hop from one foot (left or right) and (b) land on two feet.
tools of body control and movement. Basketball rules allow players with the ball
Critical Cue:
Quick stop—hop from to use either foot for pivoting after a quick stop. This gives them a wide variety of
one foot, stay close motion possibilities with control and balance and prevents them from traveling with
to floor, and land in a the ball if the incorrect foot is chosen as the turning foot. The quick stop is impor-
quick stance. tant for getting players into a quick stance for shooting, passing, or dribbling when
receiving a pass. The critical cue on the quick-stop landing is to stick it (similar to a
gymnastics dismount) with soft feet, which means landing on the whole foot while
stopping firmly but softly in a balanced position.
Stride Stop. The stride stop, shown in figure 1.15, is a two-count stop executed
by landing on the rear foot (first count) with the front foot hitting immediately
Critical Cue: afterward (second count). Its primary use is to reverse direction when players are
Stride stop—sit on the running forward (and in other situations for advanced players). For all other motion
back foot, hips down
on the plant foot. situations, players should use the quick stop. With the stride stop, players should
keep body weight back and sit on the rear foot.
3
X3
2
X2
b
Plant/step
a b
Pivot/plant
Figure 1.15 Stride stop: (a) changing direction; (b) when shooting (plant and pivot or step-
plant move).
Quick Jumps
Jumping is an especially important skill in a sport with an elevated goal. Coaches
often consider jumping a natural ability that cannot be taught and that players do
or do not have. Nothing could be further from the truth.
The basic principles for improving jumping skill include being in quick stance and
ready to jump in order to jump quickly in any situation. Players also can jump higher
if they increase the muscle strength in their legs. Coaches should help players improve
leg strength with resistance training as well as work on jumping skill.
How players land after a jump determines how quick and how high the next
immediate jump will be. The best landing position is in a quick stance with balance
and a wide base. Then players are ready to jump again with balance and quickness.
Body position and control are best taught when players have first learned to jump
using both feet and both arms.
The sections that follow explain how to execute two-foot jumps, quick jumps, and
one-foot jumps and when to use each type of jump in game situations.
a b c
Figure 1.16 Power jump for 2-and-2 rebounding: (a) preparation; (b) two hands, two feet (tall and small); and (c) landing
big and wide.
Whenever possible, players should use the forward momentum of a running jump
with forceful contact on the takeoff and swing the arms forcefully upward to add to
the body’s momentum when time and space permit.
Successful rebounding almost always requires the use of two-foot power jumps.
The best rebounders do so from two feet with two hands—2-and-2 rebounding—for
which the critical cue is combined with another critical cue to teach proper tech-
nique—going up tall and small (i.e., two hands fully extended toward the ball) and coming
down big and wide (doing a quick stop on two feet). See figure 1.16, b and c.
Quick Jumps
Quick jumps are the best compromise between conserving time and space and
maintaining body position and control. A quick jump should be used wherever
there is congestion, contact, or a contested jump around the basketball. Repeated,
successive jumps in rebounding are usually quick jumps. Before a quick jump, the
Critical Cue:
hands are held head high, with the upper arms nearly horizontal and the forearms
Circle tight with the vertical. Two-foot jumps using two hands (2-and-2 jumps), without momentum,
arms for quick jumps. that start from a quick stance are shown in figures 1.17 and 1.18).
The critical cue for successive quick jumps is a circle tight move to add arm
momentum to the quick jump. From the ready position (figure 1.17a), the hands
are circled slightly down, inside, and up (figure 1.17b) to the tall and small jump-
ing position.
Circle
a b
Figure 1.17 Quick jumps: (a) the hands up, (b) inside circle move with the hands for momentum.
a b c
Figure 1.18 Quick-jump rebounding: (a) block out with hands up, (b) 2-and-2 rebounding, and (c) capture and protect the
ball.
15
16 Basketball Skills & Drills
One-Foot Jumps
Jumping from one foot is beneficial when movement and maximum height are
required. Players should know how to do one-foot takeoffs so they can attack the
basket on layups and jump high toward the basket or backboard (high jump, not
long jump). One-foot jumps involve opposition, stamping hard on the jumping foot
and raising the opposite foot or knee, and a high jump, stamping the jumping foot
and using the opposite leg drive to produce a vertical rather than a horizontal or
long jump. The shooting hand and knee are connected as though on a string; both
of them come up together.
3
X3
2
X2
b
Troubleshooting
Most problems in learning and teaching basic body-control moves occur with
balance and quickness, unbalanced moves executed too quickly. In the beginning,
players should slowly imitate the demonstration and get the feel of the move (get
a rhythm). Finally, they can increase quickness until they make mistakes. Players
should note and acknowledge mistakes, correct them, learn from them, and then
forget them (i.e., develop a mistake mentality).
Quick-Stance Check
Purpose: To develop the skills of recognizing various basic stances, getting in a basic
stance quickly, and maintaining that stance.
Equipment: Half-court floor space (minimum).
Procedure: Players spread out on the basketball court facing the coach, assume a
basic stance variation as directed (offensive or defensive quick stance and ready), and
maintain the stance while it is checked by a coach (or partner). Players need to think
quickly and respond to the ready command as they get into a quick stance, to know the
look of a quick stance, and to know how to get into and stay in a quick stance.
Coaching Points
• Sit into the stance with the head behind the knees.
• Keep body weight on the whole foot with the toes pointed slightly outward.
• Keep the butt down, the chest out, and the back straight.
• Use defensive quick stance: add footfire.
• Use offensive quick stance: pit and protect the ball (or the imaginary ball).
Quick-Stance Mirror
Coaching Points
• Coaches and players match what they think they are doing with what they are
actually doing.
• Sit into the stance with the head behind the knees.
• Keep body weight on the whole foot with the toes pointed slightly outward.
• Keep the butt down, the chest out, and the back straight.
• Use defensive quick stance: add footfire.
• Use offensive quick stance: pit and protect the ball (or the imaginary ball).
Purpose: To develop the skills of recognizing various basic stances, getting in a basic
stance quickly, and maintaining that stance.
Equipment: Half-court floor space (minimum).
Procedure: Players spread out on the basketball court facing the coach, assume a
basic stance variation as directed (offensive or defensive quick stance and ready), and
maintain the stance while it is checked by a coach (or partner). Players need to think
18 Basketball Skills & Drills
quickly and respond to the ready command as they get into a quick stance. The coach
should evaluate each player’s ability to get into a quick stance as well as the quick-stance
critical cues (weight on whole foot, all leg and arm joints bent, head up and centered
over base, back straight, and chest out). Check the look of the stance and test balance
by pushing on a player’s shoulder area (forward, back, right, left).
Players can be moved on command to carry out the basic quick moves:
1. Live-ball direct and crossover moves (ready, direct drive with long and low step,
move, crossover drive with long and low step, move) as shown in figures 1.8 and
1.9 on pages 7 and 8.
Line Drill:
Quick Starts, Steps, Turns, and Stops
Coaching Points
• Each variation is done in one circuit (down and back).
• The first player in each line should come to a quick-stance position on the baseline
and be ready before being required to move. Players should listen for the direction
and the go command from the coach.
• Players should keep floor spacing equal side-to-side and down the court when
initiating movement.
• Unless directed otherwise, subsequent groups of four begin moving when the
previous group reaches the near free-throw line (about 15 to 18 feet [4.6 to
5.5 meters] apart).
• All groups move to the opposite baseline and re-form, with the first group of four
in quick stance, ready to come back in the opposite direction.
• Review critical cues for starts, steps, stops, and turns.
under the chin) can also be done at the free-throw line, the half-court line, opposite
free-throw line, and opposite baseline, resulting in four rebounds for each floor length.
Coaching Points
• Circle tight with the hands for quick jumps.
• Jump quickly with a pop, and land ready to repeat.
Coaching Points
• Coil and gather with the arms low; the arm explosion triggers the leg explosion for
power jumps; capture and chin the ball.
• Rear turn: Lead with an elbow; turn on the PPF.
• Stay low and level.
Purpose: To develop body-control movements by executing all skills properly, quickly, and
at the right time. This is an ideal practice warm-up drill.
Equipment: Full-court floor space.
Procedure: Players stand in three or four lines on the baseline. The coach is positioned
in the midcourt area and commands a half or full circuit of body-control moves. Players
get in and maintain a quick stance, play, and stay low as they execute a variety of com-
binations directed by the coach. Coaches review basic body-control moves in this drill.
Coaching Points
• Emphasize the appropriate critical cues for the specific skills.
• Start all variations with an offensive quick stance.
Purpose: This drill is designed to set the foundation of quick stance, quick starts, quick
stops, quick turns, and passing and catching skills (ball added later) without the ball in
a combination warm-up drill.
Equipment: Baseline area and floor space to the top of the key area.
Procedure: Players stand in four lines on the baseline with a minimum of two players
per line. On the ready command, the first player in each line steps onto the court in an
22 Basketball Skills & Drills
offensive quick stance (an imaginary triple-threat position) without the ball. To start the
drill, coaches direct the drill as direct drive, go or as crossover drive, go. The first player
executes a direct drive (long and low) with an imaginary dribble drive with the preferred
hand for two dribbles and makes a quick stop (chinning the ball or staying in triple-threat
position). Then the player executes a rear turn and an imaginary one-handed push pass
(stepping and passing, exaggerating the follow-through). The next player in line is in a
quick stance, with both hands near a respective shoulder, giving two spot targets for
the imaginary pass. That player assumes the two-handed catch position with both feet
in the air (ball in the air and feet in the air) and then repeats the direct-drive move. The
coach then goes on to the crossover drive, dribble, and pass. For a right-handed player,
the moves would require a crossover drive to the left side, a left-handed dribble, a quick
stop, a rear turn on the PPF, and a crossover, imaginary one-handed push pass using
the nonpreferred hand. Coaches should use starts, stops, and turns as a progression
drill when the ball is added after teaching or reviewing passing and catching. The rule
for nonpreferred body-control movement is three times as many repetitions as on the
preferred side.
Coaching Points
• Passing: Pass with the feet on the floor; pass with a step; pass with a ping to a
specific target; exaggerate the follow-through.
• Catching: Catch with the feet in the air; catch with a click (two hands and two
eyes); catch in a quick stance.
• Emphasize the critical cues for starts, steps, stops, and turns.
chapter 2
Advanced
Body Control
O ne of the most difficult coaching tasks is to teach players to carry out actions
that don’t involve the basketball—the magnet of the game. An individual player
on offense plays without the basketball over 80 percent of the time.
This chapter illustrates the importance
Magnet of individual skills that do not involve pos-
session of the basketball. Many coaches
find that young players on offense are
1 2
often “magnetized” by the ball and almost
X1 obsessively attracted to it (figure 2.1).
Time must be spent teaching them that
movement without the ball and proper
offensive spacing and timing can be just
3
as important as moves made with the ball
in terms of setting up scoring opportuni-
5 4 ties. Coaches can help motivate players to
carry out purposeful movement without
the ball and to understand that proper
spacing and timing are keys to successful
Figure 2.1 Ball magnet and team spacing.
team offense.
E3888/Krause/fig.02.01/281245/pulled-alw/r1
V-Cuts
Special purpose cuts or moves (quick steps) also include fake-and-break or V-cuts:
basic zigzag or change-of-direction cuts that form the shape of a V. To execute a
V‑cut, place body weight on the foot opposite the desired direction of movement
(sink the hips into the cut), point the lead foot, and step with that opposite foot.
For example, plant and push from the right foot and step to the left with the left foot.
Usually, one side of the V is the move to the basket, away from the basket, or to the
defender. The other side of the V is the quick change-of-direction cut to get open.
Beginners can also use short stutter steps during the fake (for balance) and then a
quick plant-and-break step at a right angle. When teaching
young players, use the term fake-and-break for the V-cut to get
open. The first part of the V-move is toward the basket or
the defender (the fake); it should be carried out slowly and
quickly followed by the last part of the V (the break) to get
1 b open. On the break, both hands are thrown up in the direction
of movement. The move is needed to catch the ball (commu-
X2 nicate with hands that you are open) when players are using
a
2 a screen or preparing for a shot. The break move is usually
c toward the ball but can also be toward the basket, as in O2’s
back-cut move on X2’s overplay (figure 2.4 on page 25). The
V-cut is a sharp change-of-direction cut from 60 to 90 degrees
(called an L-cut).
Figure 2.5 Backdoor cuts: (a) V-cut to get Back cuts are important moves—15 to 18 feet (4.6 to
open; (b) bait defender and signal fake before 5.5 meters) away from the ball—that are used when defenders
back cut (outside fist closed and pointed
down); (c) back cut to rim and signal open with
E3888/Krause/fig.02.05/281249/alw/r1 overplay the passing lane, as shown previously in figure 2.4.
the lead hand. To execute this move, the cutter should get close to get open
and make a slow-to-quick V-cut or L-cut move directly to the basket (rim cut) while
communicating with the outside hand (the arm down, closed fist) on the fake, and
the lead hand on the break (open hand, the arm horizontal). This move is shown
clearly in figure 2.5 when the cutter moves from inside-out on a V-cut and is still over-
Critical Cue: played. The cutter needs to create enough space on the perimeter for the back cut by
Always make a back
cut; never fake
baiting the defender, at least to the three-point arc, while maintaining 15 to 18 feet
a back cut. of spacing from the passer. Players should make back cuts (hard and fast) but never
fake back cuts; faking them usually confuses the passer and leads to a turnover.
Critical Cue:
Front and Rear Cuts
Communicate cuts
with the hands. These are types of V-cut moves made after a player has passed the ball to a team-
mate and wants to challenge the defense by cutting to the basket (making a rim cut)
for a possible return pass. The pass-and-cut move—sometimes called give-and-go—is
Advanced Body Control 27
one of the most valuable offensive moves. The give-and-go Rear cut Front cut
was the first two-player offensive move that was developed in
1 Slow 2
the game. It takes two forms: the preferred front cut, which
Slow
allows the offensive player to receive the ball in front of the X1 X2
defender (an excellent scoring position), and the rear cut, Quick
Quick
which lets the offensive player cut behind the defender to gain
an advantage going to the basket (figure 2.6). A front cut uses X3
3
a V-cut to set up the defense, whereas a rear cut is a direct,
X4 4
straight-line cut used as a change-of-pace or slow-quick move.
Both front and rear cuts are to the rim and end exactly in front
of the basket. The front or lead hand on the cut is held out
in front and horizontally to indicate the cutter’s intention to
the passer (communicate the cut with the hands), as shown
Figure 2.6 Front and rear cuts—give-and-go
in figure 2.7. basketball.
E3888/Krause/fig.02.06/281252/pulled-alw/r1
Figure 2.7 Communicate the cut with the hands: (a) front cut, (b) rear cut.
28 Basketball Skills & Drills
Decoy Moves
Decoy moves are basic moves used to keep defenders busy, such as distracting defen-
sive players from helping defend against a ballhandler or trap the ball. Teach players
to be actors and distracters, misleading defenders with deceptive eye movements,
physical bluffs, and other visual or auditory distractions.
Shot Moves
When the ball is in the air on a shot attempt by the offensive team, each offensive
player should move to a rebounding position or go to a defensive assignment, depend-
ing on the position and role. Players need to make decisive moves when a shot is
taken rather than standing and watching the ball. Spectators are ball watchers. But
players should be movers and should always assume that the shot will be missed
and that they need to rebound or get back on defense in order to do their jobs every
time a shot is taken on offense.
Assigned Moves
Assigned moves are individually designated cuts in a system of play for special situa-
tions. Coaches make specific assignments for rebounding, jump balls, out-of-bounds
plays, free throws, and set patterns. All players must carry out individual assignments
properly, quickly, and at the right time. How well this is done is just as important as
what is being done; spacing and timing of moves are essential.
Screen Moves
Setting and using screens to get a teammate open for a pass or a drive are unselfish
team moves that are also essential skills of individual offense. Instruction in setting and
using screens should not begin until secondary-school level (elementary-school players
should concentrate on learning more basic moves and concepts without the ball).
Types of Screens
Screens can be classified according to location (on or off
Ball the ball), type of use (back screens [back to the basket]
screen
1
set behind or on the blind side of a defender and down
screens [back to the ball] set in front of or to the side
X1 X2 2
of a defender), and kind of body contact used to screen
(front or rear of the body). See figure 2.8.
5 Coaches should develop their own theories of how
3 X3 X5 Off-ball
screens should work: screening a certain spot or area
down
Off-ball screen
back on the floor (position screen) or screening the defender
screen (player screen). A player screen is usually more effective
4
X4 X4 4
in freeing the offensive player, but it may result in more
fouls for illegal screens, or blocks. The authors prefer
player screens: screen an opponent rather than a spot
Figure 2.8 Types of screens. or a teammate.
E3888/Krause/fig.02.08/281255/pulled-alw/r1
Advanced Body Control 29
Setting Screens
Setting a screen is a basic move: Players should use a noisy, quick stop, with the
feet shoulder-width apart and the hands out of the screen (figure 2.9). The screen
should be set perpendicular to the expected path of the defender and be forceful
enough for the defender to see and hear it. Screening players should be loud, low,
and legal—set with a quick stance after a quick stop—and capable of being heard
when set and when the defender makes contact with it. Players should get low, be
ready for contact, and play and stay low, sitting into contact. A legal screen includes
correct position and legal use of hands. A down screen can be set skin-to-skin, but
a back screen should allow at least one step for the defender to change direction.
To avoid illegal hand contact, a player should use one hand to grasp the other wrist
(usually of the shooting hand, for protection) and place the hands in front of the
body over the vital parts. Against good defensive teams, the cutter is usually covered,
but the screener is often open during a defensive switch or help.
Other tips include using down screens (toward the basket) when defenders are
sagging, back screens (away from the basket) where there is pressure or defenders are
overplaying, and flare screens (away from the ball and the basket) when defenders Critical Cue: Set
loud, low, and legal
are collapsing inside. Be ready for contact and screen the defender. Players should screens.
alert teammates they are screening for by hand or voice signal.
a b
Figure 2.9 Front screen: use a noisy quick stop with a wide base, keeping the arms out of the screen. (a) Men grab the
shooting wrist over the groin area; (b) women cross the arms over the chest area.
30 Basketball Skills & Drills
Using Screens
Critical Cue: To The most difficult screening skill is to prepare the defender to run into the screen
use a screen: wait, use (players should use a teammate as a screen or obstacle) with a V-cut, usually started
a V-cut, listen for the toward the basket as shown in figure 2.10. An important cue is to wait for the screen:
go command by the
screener, or grab and Coaches can require the cutter to wait until the screener calls go as the user comes
brush the screener. to the screen on a V-cut. This move is advocated by Tommy Lloyd of Gonzaga Uni-
versity. Other coaches insist that the cutter grasp the jersey or trunk of the screener
before cutting. These techniques force the cutter to wait and
read the screen.
Players should cut razor close so that they brush shoulders
with the screener. On screens away from the ball, players
3 1 should be in a low position with the hands up as they pass
the screen, ready to receive a pass. Players should throw the
hands up as they move past the screener on the break. Timing
is crucial in effective screen plays: Players must wait for the
screen to be set before making moves and read the defender’s
X1 position to make the correct cut opposite.
2
When two players set and use a screen, they both are scoring
Wait & walk
forward options. The cutter reads the defender’s position while waiting
and then cuts accordingly to get open. For example, a defender
trying to get through a screen causes a pop cut (outside shot)
Figure 2.10 Using the screen. Wait (O2) as
E3888/Krause/fig.02.10/281258/pulled-alw/r1
the V-cut is made. move with a reaction inside (a low cut) by the screener. The
two scoring options are inside and low or outside and high
moves by the cutter and screener (in response to the cut). With less determined or
skilled defenders, the cutter is usually open. With great defenders, the screener is
usually open for the score.
On-the-Ball Screens
The pick-and-roll is a basic two-person play used at all levels. This play was a staple
for one of the best inside-outside combinations in basketball history, Karl Malone
and John Stockton of the Utah Jazz. Pick-and-roll occurs when a screen is set on
the ballhandler. When an effective screen is used and defenders do not switch, the
dribbler is open for a shot (dribble-drive layup or set and jump
shot), as shown in figure 2.11. The sequence occurs when O1
V-cuts to get open as O2 passes and sets the ball screen on
1 2 defender X1 (sprint to set the screen quickly). In this option,
X1 tries to fight through the screen (defenders do not switch
X1
X2 assignments) but is impeded and O1 is free for the shot (layup
Set/jump or set and jump).
shot
When a screen (pick) is made on the ballhandler and the
defenders switch assignments, the screener is open on a roll
Layup
shot move to the basket. The pick-and-roll for the screener is
shown in figure 2.12. When the ballhandler uses the screen,
the screener makes a half rear turn and shuffle slides to the
basket, keeping between the ballhandler and the original
E3888/Krause/fig.02.11/281259/pulled-alw/r1
Figure 2.11 Pick-and-roll—defenders stay defender X1. The screener should use a proper rear turn in order
(no switched assignments). to maintain vision on the ball at all times. The ballhandler
Advanced Body Control 31
1 2 1
X1 X1 2
Rear turn X2 X2
Shuffle
slide with
both hands
up
a.a b.b
Figure 2.12 Pick-and-roll—defenders switch. (a) Screen (pick) set and rear turn on the left
foot as the dribbler clears the screen on a two-dribble draw, (b) roll-pass to the screener rolling
toE3888/Krause/fig.02.12a/281260/pulled-alw/r1
the basket. E3888/Krause/fig.02.12b/281261/pulled-alw/r1
must make at least two dribbles past the screen to draw the switching defender X2
(the dribble draw) and then make a pass (usually a bounce pass) to the screener on
the roll move to the basket. On occasion, the defenders may double-team or trap
the ballhandler. When that occurs, the
screener should “pick and pop”—step
back and outside for the return pass and
1 2 the outside shot. Critical Cue:
X1 On all screen plays, two scoring options Always look for two
X2 scoring options on
are always possible when an effective
screen is made: the nonscreener is open all screen plays—
cutter first and
if the defenders don’t switch, and the screener second.
screener is open if the defenders switch.
Advanced players should be taught to
look for both scoring options.
Another advanced option on all two-
person screen plays is for the screener to
Figure 2.13 Slip the screen.
slip the screen or fake the screen and cut
E3888/Krause/fig.02.13/281262/pulled-alw/r1 to the basket as the defenders choose
to switch defensive assignments in early anticipation of the screen. This option for
on-the-ball screens is shown in figure 2.13.
Off-the-Ball Screens
This type of screen is set away from the ball and occurs as a basic two-player pattern
plus the passer. Off-the-ball screens are classified by the cutter’s reaction to the
defender’s choice of combatting the screen:
• A pop cut is used when the defender attempts to fight through the screen
(figure 2.14). O1 passes to O2 and screens away from the ball on the defender of
O3, X3. O3 gets an open shot outside if no defensive switch is made (option a). If X1
switches defensive assignments, the screener O1 gets the open shot inside by cutting
(flashing) to the ball as the switch is made (option b). Players should communicate
the cut with both hands up coming past the screen.
32 Basketball Skills & Drills
1 2 2
1
X1 X2 X2
X1
3
X3
3
X3
a.a b.b
Figure 2.14 Pop cut: (a) no-switch defense, (b) switching defense.
E3888/Krause/fig.02.14b/281264/pulled-alw/r1
• A curl cut is used when the defender trails the cutter around the screen
E3888/Krause/fig.02.14a/281263/pulled-alw/r1
(figure 2.15). In the first option, defense stays, and the cutter gets the open shot
inside (curling to the basket). When the defenders switch, the screener O1 gets the
outside shot cutting to the ball (option b). Larry Bird, former Boston Celtic and Hall
of Fame player, executed this screen cut to perfection. Players should communicate
the cut with the inside (lead) hand forward when coming around the screen.
1 2 1 2
X1 X2 X1 X2
3
X3 X3
3
a.a b.b
Figure 2.15 Curl cut: (a) no-switch defense, (b) switching defense.
E3888/Krause/fig.02.15a/281265/pulled-alw/r1
E3888/Krause/fig.02.15b/281266/pulled-alw/r1
• A flare or fade cut is used when the defender anticipates the pop cut (figure 2.16).
When the defenders stay (no switch), the cutter is open by flaring away from the ball
and outside (option a). The screener may reset the screen to pin the defender inside
as the cutter pushes off the screener on the flare cut. When the defenders switch,
the screener is open (option b) on the inside flash cut (slip) to the ball. The cutter
communicates the U-cut (flare cut) by backing out with both hands up.
• A back cut is used when the cutter makes a pop cut and the defender fights
through the screen (figure 2.17). In option a (no-switch defense), the cutter makes
the pop cut, is overplayed, and reacts by making a cut to the basket using the back
screen of O1. The movement sequence for the cutter is to the basket (in), pop cut
(out), and back cut (in) to the basket. When no switch is made, the cutter gets
Advanced Body Control 33
1 2 1 2
X2 X2
X1
U-cut X1 Slip cut
X3 U-cut
3 3
X3
a b
Figure 2.16 Flare cut: (a) no-switch defense, (b) switching defense.
E3888/Krause/fig.02.16a/281267/pulled-alw/r2
E3888/Krause/fig.02.16b/281268/pulled-alw/r2
1 2 1 2
X1 X2 X2
Out
X3
X3 In
3 3
X1
In
a.a b.b
Figure 2.17 Back cut: (a) no-switch defense, (b) switching defense.
E3888/Krause/fig.02.17a/281269/pulled-alw/r1 E3888/Krause/fig.02.17b/281270/pulled-alw/r1
3
X3
2
X2
b
Troubleshooting
Moves without the ball—where spacing and timing are critical—are considered big
picture moves, advanced and difficult team plays that require patience and attention
to detail. It is usually better to be too late than too early on most of these moves,
especially cutting moves.
Movement mistakes occur when a player without the ball commits an error.
Players need to focus their attention on recovery, call out for help from teammates
when needed, and get in position immediately for the next play, especially when
an offensive error results in a steal. Players should avoid making two mistakes in a
row and learn to play through their mistakes. Mistakes are necessary for learning;
analyze them and then forget them.
V-cuts
V-cuts and
backdoor
cuts
Imaginary
ball
position
line
Front cuts
Pass Pass
Pass Pass
Rear cuts Change-of-pace Change-of-pace
Change-of-pace Change-of-pace
Figure 2.19 Line drill: V-cuts, backdoor cuts, front cuts, and rear cuts without the ball.
Options E3888/Krause/fig.02.19/281272/pulled-alw/r1
• V-cuts to get open (designated to the basket and to the ball or to the defender and
the ball): Repeated V-cuts, followed by quick stops to simulate catching the ball, are
performed for the length of the court. Communicate the cut with the hands up.
• V-cuts to get open, followed by a backdoor cut: Players should use proper footwork
and hand position. Communicate with the hands—up when getting open, the outside
hand down and fist closed for the backdoor cut.
• Front cuts: A simulated pass to the center of the court is followed by a front cut
(V-cut, move away slowly, fast cut to the ball) and a quick stop at the free-throw
lines and the half-court line. Communicate with the inside hand across and up.
• Rear cuts: A simulated pass to the center of the court is followed by a rear cut
(change-of-pace, slow to fast) and a quick stop at the free-throw lines and half-court
line. Communicate with the hands up or the lead hand forward.
Quick stops are used at each free-throw line and at the half-court line. At the completion
of each quick stop, players should challenge the imaginary defense by using a catch-
and-face move—first a quick stop and then a pivot in order to face the basket and see
the whole court.
36 Basketball Skills & Drills
V-Cut Drill
Purpose: To teach players the basic moves without the ball in a 2-on-0, 2-on-2 situation.
Equipment: One ball per basket per group.
Procedure: The basic two-line formation for this drill is one line of guards or point posi-
tion players out front and a line of forwards or wing position players on the side (i.e.,
two lines of outside players).
Options
• Use a forward V-cut to get open (fake and break) and, after receiving the pass
from the guard, use a catch-and-face (the basket) move.
• Guard can make a front or rear cut to the basket (cut to the rim) to catch the
forward-to-guard return pass and then go to the end of the forward V-cut line
(give-and-go), or the forward can make a live-ball, dribble-drive move to the basket
(figure 2.20a).
• Forward then rebounds the ball and passes to the next guard in line and goes to
the end of the guard line.
• Figure 2.20b shows a forward backdoor move (advanced skill) performed during
a guard dribble move. The ballhandler, dribbling toward overplaying defender, keys
the backdoor cut, or the receiver, with the outside hand down, keys the cut. The
forward backdoor cut should be made outside the three-point field-goal line; spread
the defense and back cut.
The forward V-cut may be a fake to the basket and break to get open or to the imaginary
defender (L-cut). When acceptable skill levels are reached, add two defenders and execute
the drills in a 2-on-2 situation. Communicate cuts with the hands (figure 2.21).
1 1
Pass and use
a front or rear cut
“give-and-go” move
or
2 2
Wing—back cut
or
2
Wing—use
L-cut or V-cut
a
a. b.b
Figure 2.20 (a) V-cut drill and (b) backdoor option. O2 V-cuts with the outside hand down as the key.
E3888/Krause/fig.02.20a/281273/pulled-alw/r1
E3888/Krause/fig.02.20b/281274/pulled-alw/r1
Advanced Body Control 37
a b
Figure 2.21 Communicate the cuts with the hands: (a) V-cut to get open, and (b) front or rear
cut give-and-go (the lead hand).
Pick-and-Roll Drill
Purpose: To teach players the screening and cutting options for on-the-ball screens.
Equipment: One ball per basket per group (four or more).
Procedure: Two lines of outside players 15 to 18 feet (4.6 to 5.5 meters) apart use
the screening pattern of pass and screen the ballhandler’s defender. The progression
should be the following:
• 2-on-0: cutter (dribbler) scoring option alternating with the screener scoring option
(roll or step outside for shot or pick and pop).
• 2-on-2: defense stays (score on the pick) alternating with the defense switches
(score on the roll or step outside for shot or pick and pop).
–– Live offense and defense
–– Player rotation: offense to defense to the end of the opposite line
• 3-on-3:
–– Live offense and defense
–– Make-it-take-it (offense keeps the ball when they score); rotate when the
defense stops the offense
3-on-0 Motion
Purpose: To teach both scoring options on screens away from the ball; two-ball s
hooting.
Equipment: Two balls per basket per group, six players preferred. Two passers (coaches
or program assistants).
Procedure: The coach determines the cut at first, and then the cutters call the cut.
Then two defenders are added, and the screener or cutters must read the defenders
and cut accordingly while calling their cut (see figure 2.22).
38 Basketball Skills & Drills
C C
C C
a b
Figure 2.22 3-on-0 motion drill: (a) basic setup, (b) pass and screen away.
E3888/Krause/fig.02.22a/281278/alw/r1 E3888/Krause/fig.02.22b/281279/alw/r1
Purpose: To teach players the screening and cutting options for off-the-ball screens.
Equipment: One ball per basket per group (six or more). Coaches can use two balls to
pass on both scoring options.
Procedure: Three lines of outside players, 15 to 18 feet (4.6 to 5.5 meters) apart,
use the options to pass and screen away from the ball: pop up, curl cut, flare cut, back
cut. The progression should be the following:
• 3-on-0:
–– Pop cut (cutter cuts outside, screener cuts and slips inside)
–– Curl cut (cutter curls inside, screener pops outside)
–– Flare cut (cutter U-cuts outside, screener slips inside)
–– Back cut (cutter back cuts inside, screener pops outside)
• 3-on-3:
–– Defense stays (cutter options)
–– Defense switches (screener options)
–– Live offense and defense
–– Make-it-take-it (offense scores, they keep the ball)
Coaching Points
• Sprint to set a screen as the teammate is signaled.
• Cutter waits (verbal go) for the screen.
• Set screens that are loud, low, and legal.
• Signal cuts with the hands, and use verbal calls on all cuts.
• There are two scoring options on each screen.
chapter 3
Ballhandling
“Passing and catching are offensive team skills, while dribbling is an individual
offensive skill; therefore the pass should be the primary offensive weapon.”
Ralph Miller, Hall of Fame Coach
40 Basketball Skills & Drills
a b
Figure 3.1 Triple-threat position (offensive quick stance with the ball): (a) side view, (b) front
view.
Ballhandling 41
open for a scoring opportunity within their range) before choosing to dribble, which
is the final option for moving the ball. The primary movement concepts of quickness
and balance dictate the preferred order: passing before dribbling.
Passing Principles
Players need to look for the pass before dribbling. When catching, follow the rim-
post-action (RPA) rule. When players catch the ball within the operating area of the
offensive basket, they should catch and face the basket to look for the shot (rim), look
to pass to an inside post player (post), and then move the ball (action). A player’s Critical Cue:
first instinct is to dribble; continual emphasis on the shot and pass are required to See the whole floor,
look to pass first,
overcome this instinct. Since dribbling is an individual skill, practiced each time a dribble last.
player touches the ball, a natural preference for it tends to develop.
Good passes can only be made when coaches also teach other fundamental ele-
ments of passing:
• Feet on the floor: Pass with the feet on the floor in most situations. Pass with
Critical Cue:
a quick step for quickness (using the stepping foot). Pass with the feet on
• Quickness: The ball must be passed quickly (before the defender has time to the floor and a quick
stepping foot.
react). The pass should be snappy and crisp, but not too hard or too easy. A
quick step is usually made in the direction of the pass to provide added force.
When a quick pass is thrown, a ping sound occurs. When the throw is too hard,
the pass slaps loudly as it is caught; when the throw is too soft, no sound is
42 Basketball Skills & Drills
Types of Passes
In basketball, the type of pass used must fit the situation.
For example, chest air and one-handed baseball passes are
best used in open court or perimeter situations where speed
is paramount, but the one-handed push pass is the preferred
close quarters or backdoor pass.
Chest Pass
The chest pass, the basic air pass for effective, efficient ball
movement when an offensive player is guarded loosely or in an
Figure 3.4 Danger areas for passing or
open floor area, can be used for longer distances because the E3888/Krause/fig.03.04/281289/pulled-alw/r1
catching.
starting position for the pass is reached by moving the ball from
triple-threat position to the center of the chest, close to the body, in a thumbs-up
position. To throw the pass, a player then extends the elbows and pronates (rotates
inward) the arms to a thumbs-down ending position. Players should push the thumbs
through the ball to produce backspin on the ball. Players should also take a step
forward to pass when there is time, but passing without stepping is quicker. Most
of the time, step (quickly) and pass. On longer passes, the ball is rolled in a circular
44 Basketball Skills & Drills
move—out, down, and toward the body—before release. The target of the pass is
Critical Cue:
Chest pass—thumbs- the throat (neck) area of the receiver who is stationary and defended from behind
up to thumbs-down (aim for the face) and toward the receiver’s outside hand (two-handed targets, see
position. figure 3.2) when the receiver is near a defender.
Figure 3.5 Bounce pass: (a) thumbs-up starting position (the target is a spot on the floor), (b) thumbs-
down ending position (follow through to the spot) and catcher with the feet in the air.
Ballhandling 45
Overhead Pass
When a player catches the ball, it is always moved quickly to triple-threat position
(catch and face the basket). The ball can then be moved quickly overhead to pass
over the defense. A valuable pass over the defense to reverse the ball to the second
side of the floor (called a skip pass) is especially effective against zone defenses. The
position of the ball allows the passer to show the ball and use pass fakes. Players
need to keep the ball up, starting with and keeping the elbows locked or extended,
and to throw the pass with the wrists and fingers; the ball should be overhead with
little or no windup behind the head.
The technique involves starting with the thumbs back and then pushing the thumbs Critical Cue:
through the ball, finishing with the thumbs forward (figure 3.6). The overhead pass Overhead pass:
tends to drop, so the ball should be thrown to a high target (usually the receiver’s thumbs back to
head); the pass is hard to handle when dropping. For more power, players should thumbs forward,
the ball up,
step forward with the pass. the elbows locked.
A distinction should be made between overhead passes for longer and shorter dis-
tances. The longer overhead pass usually occurs on a defensive rebound and outlet,
a skip pass from one side of the court to the other (corner to opposite wing, wing
to opposite wing, or other long pass or over-the-top situations). Shorter overhead
pass instances include high post to low post or top-down perimeter to post passes
and other perimeter pass situations, most often to the next receiver. Longer overhead
a b
Figure 3.6 Overhead pass: (a) thumbs-back starting position (the ball up, the elbows locked),
and (b) the thumbs forward and the palms out (use the wrists and fingers, keep the ball up).
46 Basketball Skills & Drills
passes necessitate a power step with the pass, full use of both arms and thumbs,
and a complete follow-through. Overhead passes should be used as air passes, not
bounce passes, because of the high starting position for the pass release.
a b c
Figure 3.7 Baseball pass: (a) starting position: by the ear, both hands on the ball, (b) pull the string: the
fake pass can be used from this position, and (c) pronate (the thumb down) on release.
Critical Cue:
One-Handed Push Pass
Pass quickly by the
ear hole when the arms The one-handed push pass (flick pass), the most important offensive pass, is a quick
are down; work the pass used to pass through or by a closely guarding defender. This pass is used near
ball vertically on one defenders and at 15- to 18-foot (4.6- to 5.5-meter) distances. It may be an air or
side of the body.
bounce pass and should be used from the triple-threat position; the key is the bent-
elbow starting position (needed for power). The passer should work one side of the
Ballhandling 47
defender’s body, especially past the ear, where the biggest gap usually appears, and
make the pass above or below the defender’s arms after finding an opening. Vertical
fakes are used as players read the defender (figure 3.8). Players should fake low and
pass high (air pass) or fake high (maybe a shot fake) and pass low (bounce pass),
reading the defender’s arm position and making short, quick fakes. The first look is
always past the ear, using an air pass when the defender’s arm is down.
When players move from the preferred side in triple-threat position, the ball is
moved quickly (rip through) from side to side (pit to pit) to work the other side of
the defender’s body: a circle tight move, which is preferred to a high or low sweep
for quickness and balance.
Vertical
fake
a b
Figure 3.8 Push or flick pass: (a) use the triple-threat position to work on the side of the defender’s
body; when the defender’s arm is down, pass high, near the hole by the ear, and (b) use vertical fakes
(fake high, pass low) when the defender’s arm is up.
Catching Principles
Catching the basketball requires a player to be ready. Potential pass receivers, in
quick-stance position with both hands up, must be open and give a target at the
right time.
Running through the basketball is another receiving rule that refers to meeting
the pass unless the player is cutting to the basket on a backdoor cut or a breakaway
situation. When defended, the receiver must move toward the ball until contact is
made to ensure possession. Players should make a cut to finish running through
the ball, about 15 to 18 feet (4.6 to 5.5 meters) from the ball (i.e., shortening the
passing lane).
Players should catch the ball with feet slightly in the air whenever possible. The
receiver should catch the ball with both feet in the air and then come to a quick stop
with the ball in triple-threat (normal) or “chinit” position (under duress), e nsuring
48 Basketball Skills & Drills
body control, ball possession, and a quick return to quick stance (where either
Critical Cue:
Catch the ball with foot can be used as the pivot foot, the quick-stop advantage). Finally, all catchers
the feet in the air. should catch and face their offensive basket in order to see the whole floor and the
rim (net).
Two-handed basketball is a good habit to develop in players. They should always
catch the ball with both hands. Of the three methods of catching the ball, the first
is with two hands up (thumbs together), used when the pass is near the middle of
the body and above the waist (figure 3.9a). The second is with two hands down
Critical Cue:
Catch with a click; use
both hands and eyes.
a b
c d
Figure 3.9 Catching the ball: (a) above the waist, (b) below the waist, (c) one-handed block,
and (d) two-handed tuck.
Ballhandling 49
3
X3
2
X2
b
Dribbling
Dribbling is a touch, not a sight, skill. Players should learn to dribble up the court
without watching the ball by focusing on the offensive basket (see the rim), look-
ing over the whole court (using peripheral vision). Seeing the net in the backcourt
allows the dribbler to see the whole court and open teammates. Seeing the rim in the
frontcourt accomplishes the passing guide and gets players in the habit of looking
for the shot every time they catch the ball (rim-post-action). The primary objective
Critical Cue: in the frontcourt is to create a move that allows a player to pass to a teammate for
Dribble only to make a score. When players are dribbling, this move might be a live-ball move, a basket
a live-ball move,
penetrate the defense, penetration move past an opponent using the dribble drive to the basket, or ball
get a teammate open, movement by passing to get a teammate open. Dribbling is also an acceptable
advance the ball, option, preferably for advancing the ball up the court when a pass is not available,
execute a play, or get maneuvering for a better position for a pass to a teammate, executing an offensive
out of trouble. Dribble
with a purpose. play or pattern, and getting out of heavy defensive traffic or a defensive trap situa-
tion (two defenders on the dribbler).
Dribbling Technique
Players should execute the dribble by first extending the elbow and flexing the wrist
and fingers, dribbling with the wrist, hand, and a little forearm motion. The dribble
is really a pass and catch to the floor. The fingers and pads of the hand control the
ball (the ball should be kept off the heel of the hand); the fingers are spread comfort-
ably and should be cupped around the ball (figure 3.11). Players should massage
the ball, dribble it firmly, and stay low and sit into the game while dribbling. They
should make the dribble a short pass for quickness.
Players should maintain maximum contact with the ball. The rules require the
hand to stay on top of the ball: The dribble is legal as long as the hand does not
leave its vertical position to get under and carry the ball or as long as the ball is not
cupped by a large hand (figure 3.12). The ball must leave the dribbler’s hand before
the pivot foot leaves the floor when starting a dribble on a live-ball move.
It is strongly recommended that the quick stop be used to terminate the dribble
(figure 3.13). This is the best method of avoiding traveling violations and protecting
the ball while conserving critical time and space for passing or shooting. In traffic,
players should pick up the dribble, use a quick stop, and chin the ball.
Ballhandling 51
a b
Figure 3.11 Dribbling: (a) use the fingers and the pads of the hands, (b) elbow extension and wrist and finger flexion to
push the ball to the floor.
Legal
Dribbling Strategies
The general dribbling rule is that, when the
ball is put on the floor, the dribbler should
always be moving purposefully. On drives
to the basket, the dribbler goes past the
defender. The objective is to use one dribble
to score in the frontcourt; bouncing the ball
once or dribbling while not changing floor
position (called dropping the ball) should be
discouraged. A dribble penetration (penetrate
and pitch) is best accomplished just after the
Figure 3.14 Closely guarded dribbler: Protect the ball with player has received a pass, thus avoiding
the body and the opposite hand, keeping tension on the legs and forcing the dribble into defenders who are
staying in quick stance (low or control dribble).
prepared for the penetration.
A key guideline is for players to
stay away from trouble while drib-
bling. Players should avoid drib-
bling into traffic (between two
defenders); dribblers should keep
alert for traps by watching for
defenders and avoiding the cor-
ners of the court (figure 3.15).
Players should keep the dribble
under control and conclude a
dribble with a pass or shot, prefer-
ably after a quick stop (step and
pass with the feet on the floor). A
dribbler should use the right move
at the right time and see the whole
Figure 3.15 To stay out of trouble, avoid the corners of the court when
court as well as teammates and
dribbling. E3888/Krause/fig.03.15/281312/pulled-alw/r1 defenders.
Low Dribble. A control or low dribble is the first and easiest dribble to teach
players. They should use a staggered stance—bent knees with the ball-side foot
back. The opposite hand (arm bar) is used for protection from the defender—but
not to push the defender back or hook the defender, only to protect the ball. The
basic body motion is a sliding movement similar to defensive slides or short steps,
running motion.
Players protect the ball by dribbling on the side of the body away from the defender,
keeping the ball low and dribbling hard and fast near the back foot.
Power Dribble. An advanced version of the low or control dribble, the power
dribble, is executed by using a sliding foot (step and slide or push-step) motion and
Critical Cue:
low dribble so that the ball is protected by the front leg and the hip and front arm
Use a power dribble
bar. The ball is dribbled below the knee, high near the back leg, as far away from the when using a dribble
defender as possible. The dribbler advances up the court with push-step moves. As against extreme
the player goes forward, the ball is near or in front of the back foot (figure 3.16a); defensive pressure.
as the player goes backward, the ball is near or behind the back foot (figure 3.16b).
From this position, a player can use advanced dribble moves (described later), such
as a pull-back crossover, a spin dribble, or a fake spin dribble, to create space and to
attack the basket. Players should maintain vision up the floor over the lead shoulder:
see the net (on the goal) in the backcourt or see the rim in the frontcourt, which
allows the dribbler to see the whole floor.
Speed Dribble. For a speed or high dribble, players should push the ball out in
front and run after it, keeping it ahead of them. The ball can be dribbled higher—near
waist level—to attain more speed. The faster the movement is, the farther out in front
and the higher the player should dribble the ball.
a b
Figure 3.16 Power dribble: (a) shuffle forward, (b) shuffle backward.
54 Basketball Skills & Drills
a b c
Figure 3.17 Crossover dribble: (a) low dribble (one hand), (b) cross over low and in front of the body, and (c) low dribble
(the opposite hand).
Ballhandling 55
X1
Figure 3.18 Crossover dribble right to left; offensive zigzag pushing off the right foot, stepping
with the left foot as the ballE3888/Krause/fig.03.18/281318/pulled-alw/r1
is crossed over (low and quick) from the right to the left hand.
a b c
Figure 3.19 Head-and-shoulders and in-and-out moves: (a) weight on the right foot, dribble the ball on the right side,
(b) zigzag on the left foot, head-and-shoulders fake to the left, and (c) move past the defender with the right foot.
Players should dribble the ball with the preferred hand and continue the move by
a fake opposite with a zigzag move on the opposite foot as a head-and-shoulders
fake is made to that side, keeping the ball in rhythm with the move. The move past
the defender is made with the preferred foot. The rhythm is right-left-right to step by
(when players are dribbling on the right side of the body) and left-right-left for pre-
ferred left-handers. The advantage of this faking move is that the dribbler can face
and see the defense while executing a dribble move to get around a defender with
the preferred hand. The sequence for a right-handed person is push from the right
foot as the dribble is made; fake left with the left foot, head, and shoulders; extend
the right foot with a long step forward and past the defender as the ball is pushed
out in front; and step with the left foot and go to the basket and past the defender
using hip contact to protect the ball.
56 Basketball Skills & Drills
a b c
d e
Figure 3.20 Head-and-shoulders and in-and-out crossover moves: (a) weight on the right foot, dribble the ball on the right
side, (b) zigzag on the left foot, (c) weight back to the right foot, (d) cross the ball over in front of the body from right to left,
and (e) explode to the basket.
Ballhandling 57
right (short step); take a short step with the left foot as the ball is crossed over in
front of the body from right to left; and bring the right foot across and go to the
basket past the defender.
Spin Dribble. A spin or whirl dribble is used for maximum ball protection when the
ballhandler is closely guarded. During this move, the body is kept between the ball
and defender as shown in figure 3.21. The disadvantage of this move is that the ball-
handler briefly loses sight of portions of the court and of defenders and teammates
and may be susceptible to blind-side traps or double teams. Spin dribble footwork
a b
c d
Figure 3.21 Spin or whirl dribble: (a) low dribble, (b) quick stop—rear turn, (c) pull the ball (keep it
in the holster and tight to the hip), and (d) change hands and move past the defender.
58 Basketball Skills & Drills
uses quick-stop, rear-turn pivot, and sharp-angled zigzag moves from right to left
Critical Cue: Pull
the ball to the hip on (or vice versa). As the 270-degree rear turn is made on the left (or right) foot, the
the spin dribble, keep right (or left) hand pulls the ball with the pivot until the turn is completed, and the
it tight on the spin. first step is made with the right (or left) foot. The ball is kept close to the body—the
pull is similar to pulling a pistol from a holster. Have players pull the ball and keep
it tight near the hip and leg to avoid the defenders’ reach-around or slap-around
moves. After the rear turn is completed, the ball is switched to the opposite hand
and full court vision is regained. This move changes direction from an angle that
is forward right to forward left (or vice versa) as the ball is changed from the right
hand to the left hand (or vice versa).
Back Dribble. The rocker dribble or back dribble move is used to back away from
trouble, defensive traffic, or a trap. When dribbling with the right (left) hand, players
should be in a low control or power-dribble position with the left (right) foot forward
into trouble and then explode back (out move) in a sliding power-dribble movement
to create space and get away from the defense. After players have reestablished a gap
on the defense, any dribble move may be used to penetrate or go by the defender.
The crossover dribble is especially effective following the dribble rocker or back
dribble. The move is into the defender, back out, and then by the defender with a
Critical Cue:
sharp-angled move. When players are crossing over in traffic, it is best to go between
Move in, out, and go
by on the back dribble. the legs or behind the back to protect the ball instead of using the front crossover,
especially when facing a closely guarding defender.
Pull-Back Crossover. The combination of the power dribble (into trouble, traffic,
or a trap), followed by the back dribble (out of trouble or to create a gap), and then
the crossover dribble between the legs and advancing past one defender is an impor-
tant advanced dribble move (figure 3.22). This move has the advantage of allowing
the dribbler to meet defensive challenges successfully while seeing the whole floor.
It also allows a less athletic ballhandler to compete well against aggressive, quicker
defenders. The dribbler needs to go under control until trapped or in trouble, back
Figure 3.22 Pull-back crossover dribble: (a) when in the trap, use a low control dribble.
Ballhandling 59
Figure 3.22 Pull-back crossover dribble: (b) Power dribble with sliding steps backward to get
out of trouble, and (c) crossover and go by the defender to create space.
dribble out hard to create space, and then attack the other (usually outside) defender
by crossing over with the ball and going by quickly (an in-out-by move).
Behind-the-Back Dribble. The popular behind-the-back dribble is used to change
hands (usually from preferred to nonpreferred) and go past a defender who is
overplaying on the right (left). This is done by changing direction slightly to the left
(right) and going by on the dribbler’s left (right). Plant the inside foot and step past
the defender with the outside leg. As the left (right) foot is moved forward, the ball
is moved from right to left (or vice versa) behind the back, coming up under the left
(right) hand for a continuation of the dribble. Players can learn the coordination of
60 Basketball Skills & Drills
the dribble and footwork by a stationary position side yo-yo V dribble (figure 3.23);
players dribble with one hand back and forth with the opposite foot forward. When
the ball is controlled from front to back, it can be moved behind the back as a step
is taken with the left foot (figure 3.24).
a b c
Figure 3.23 Progression for behind-the-back dribble: (a, b) front to back yo-yo (on the side of the body or front to back),
(c) back yo-yo (side to side behind the back).
a b c
Figure 3.24 Behind-the-back dribble (right to left hand) move: (a) dribble with the right hand, (b) move the ball from
right to left behind the back, and (c) continue dribble with the left hand, moving past the defender.
Ballhandling 61
a b
Figure 3.25 Between-the-legs dribble: (a) dribble with the left hand and (b) push between the
legs when one foot is forward.
3
X3
2
X2
b
Ballhandling Drills
Purpose: To teach players to control the ball and become familiar with the ball—see it,
hear it, and feel it.
Equipment: One ball per player and a 6-foot (1.8-meter) circle of floor space.
Procedure: Players spread out in their areas and execute the following drill options—work-
ing for proper execution first and quickness second.
Figure-Eight Speed Dribble: Start the drill with either the right or left hand. Start
dribbling in and out between the legs in a figure-eight pattern. Start slowly and keep the
ball as low as possible at all times. Players should gradually pick up speed after they
begin to master the drill. There is no time limit to the drill, although 20 times around
in 1 minute is excellent or 10 times in 30 seconds.
Blur: Start the drill with the legs about shoulder-width apart. One hand should be on
the ball in front of the legs. Flip the ball in the air and reverse the position of the hands.
Catch the ball in the fingertips and try to go as fast as possible for 30 seconds. The ball
appears to sit between the legs if the move is executed properly. Assessment: Excellent:
81 to 100, Good: 61 to 80, Fair: 40 to 60.
Straddle Flip: Start with the legs shoulder-width apart, with the knees bent and the
hands in front holding the basketball. Let go of the ball or flip it very slightly up in the
air between the legs. Bring the hands to the back of the legs and catch the ball before
it hits the ground. Flip the ball again in the air and bring the hands back to the front as
quickly as possible. Drill as fast as possible without dropping the ball. Continue the drill for
30 seconds. Assessment: Excellent: 81 or higher, Good: 61 to 80, Fair: 40 to 60.
Rhythm: Take the ball around the right leg. Grab the ball with the left hand in front and
the right hand in back. Drop the ball. Quickly reverse hands and catch the ball after one
bounce. Move the ball back to start around the left leg. The opposite drill is to start
with the ball in the left hand. Continue the drill for 30 seconds. Assessment: Excellent:
33 to 40, Good: 21 to 32, Fair: 10 to 20.
Double Leg and Single Leg: Take the ball behind the legs and around the front. When
the ball reaches the right hand, spread the legs and take the ball around the right leg
only. Close the legs and take the ball once around both legs and then open the legs and
take the ball around the left leg once and then back to two legs again. The ball always
moves in the same direction. Then start with the ball in the left hand. Continue for
30 seconds. Assessment: Excellent: 51 to 70, Good: 36 to 50, Fair: 25 to 35.
Around the Waist: Take the ball in the right hand and move it behind the back and
catch it with the left hand; in one continuous motion, bring the ball around to the front
to the right hand. Do the drill continuously for 30 seconds, as fast as possible. Execute
the drill by starting with the ball in the left hand. Assessment: Excellent: 51 to 70, Good:
36 to 50, Fair: 25 to 35.
Ballhandling 63
Around the Head: Place the ball in the right hand and, with the shoulders back, take
the ball behind the head and catch it with the left hand and bring it around to the front
to the right hand in a continuous motion. The opposite drill is to start with the ball in the
left hand. Continue the drill for 30 seconds. Assessment: Excellent: 51 to 75, Good:
41 to 50, Fair: 30 to 40.
Figure Eight From the Back: Start with the ball in the right hand. Take it between
the legs to the left hand; with the ball in the left hand, take it behind the left leg and
between the legs to the right hand. The opposite drill is a figure eight from the front,
which takes the ball from the right to the left hand through the front of the legs.
Continue the drill for 30 seconds. Assessment: Excellent: 66 to 85, Good: 46 to 65,
Fair: 30 to 45.
Figure Eight With One Bounce: Start with the legs shoulder-width apart and the knees
bent. With the ball in the right hand, bounce it between the legs and catch it with the
left hand behind the legs; with the ball in the left hand, bring it around to the front and
bounce it between the legs and catch it with the right hand. The opposite drill is to take
the ball behind the legs and bounce it to the front right and left hand. Assessment:
Excellent: 41 to 50, Good: 31 to 40, Fair: 20 to 30.
Purpose: To teach passing and catching techniques and all basic passes.
Equipment: One ball per line and half-court floor space.
Procedure: Players are in four lines behind the baseline at one end of the court with
the coach at the top of the key, directing the drill. The first player in each line starts
at free-throw line distance facing the baseline as the first catcher (in a ready-to-catch
stance). The ball starts with the player on the baseline. Passes are made as the passer
quickly moves to replace the catcher. Critical cues are for players to pass with feet on
the floor and catch with feet (slightly) in the air; passers to exaggerate the follow-through,
pass with a ping, and pass to a spot; and catchers to give a target, catch the ball with
eyes and both hands (catch with a click), and play two-handed. Be proper first and quick
second. Suggested progressions are the following:
• Chest pass: air, bounce
• Push or flick pass:
–– Right side (air, bounce) or left side
–– Left side (air, bounce); go pit to pit quickly (circle tight) or right side
–– Read the defense; look by the ear first with air pass (fake high and pass low
or fake low and pass high)
–– Passer passes and assumes defensive position (designated hand position)
• Overhead pass: catch, pit, and protect the ball; put the ball overhead
• Baseball pass:
–– Pass with the dominant hand only
–– Face the sidelines and step with the pass (move to the top of the key or a
longer distance)
–– Fake the pass into the hand and then pass
64 Basketball Skills & Drills
Purpose: To teach passing and catching with players using a push pass with either
hand, after a dribble.
Equipment: One ball per pair and full-court floor space.
Procedure: Players are in four lines behind the baseline at one end of the court, with
all players in the inside lines with a ball. The player pits the ball and executes a dribble
drive with the hand opposite the partner, who moves parallel to the dribbler. The dribbler
does a quick stop and a push pass to the partner with the closest hand if using either
pivot foot. If using the PPF concept, a right-hander on the right side steps across to
use the left-hand pass with the left PPF. On the left side, that player would step with the
right foot (left PPF) and pass with the right hand. The partner catches the ball with feet
in air and repeats the dribble-drive cycle. The catcher calls the passer’s name before
the pass is made. The complete sequence is shown in figure 3.26. The next pair begins
their passing and catching sequence when the previous pair is 15 to 18 feet (4.6 to
5.5 meters) ahead (near the free-throw line).
Left-hand dribble
Left-hand Right-hand
pass pass Quick
Right-hand stop
dribble
X X X X
Left-hand dribble
X X X X
Right-hand Left-hand Quick
pass pass stop
Right-hand dribble
Figure 3.26 Two-player passing and catching.
E3888/Krause/fig.03.35/281347/pulled-alw/r1
2-on-1 Keepaway Passing Drill
1 4 5
X X
X
X
X X
2 3 6
Purpose: To teach partner passing and catching skills while players are moving and
playing against a defender.
Equipment: One ball and floor space of 15 to 18 feet (4.6 to 5.5 meters) in diameter
per pair of players.
Procedure: Organize pairs of players with a ball and a court area: one passer and
one receiver (figure 3.28). The receiver gets open, receives the pass with the feet in
the air, quick stops, catches the ball, and faces the passer in a triple-threat position.
The passer then becomes the next receiver. The drill involves continuous passing and
catching. All passing and catching rules are practiced. For example, players pass with
the feet on the floor and catch with the feet in the air. Another phase includes catch,
dribble drive, quick stop, and pass. Catchers need to time their cuts to get open just
before the passer is ready to pass the ball.
5
3
6
7
2
1
8
Wall Passing
Line Drill:
Stance, Starts, and Skill Breakdown
Purpose: To teach players to carry out selected footwork skills from a quick stance and
a quick start (direct drive, crossover drive).
Equipment: One ball per line, four lines on the baseline.
Procedure: First sequence, without the ball
• Quick start and quick stops at the free-throw line, the half-line, the opposite free-
throw line, and the opposite baseline.
• Quick start and quick stop into a 2-and-2 rebound (at four locations).
• Quick start and quick stop after two imaginary dribbles, rear turn on PPF, step and
imaginary pass to the next person in line.
Second sequence, with the ball
• Repeat variations with emphasis on a first step that is long and low (direct drive
or crossover drive).
Mass Dribbling
Procedure: Spread all players out in their own dribbling space, facing the court at the
center circle area. Each player follows the coach’s command to execute these dribble
moves:
1. Stationary control and low dribble
–– Right-hand control and low (command: right low)
–– Change (right to left and vice-versa) (command: change)
–– Left-hand control and low (command: left low)
2. Moving low and power dribble
–– Right-hand low (command: right low)
–– Right to left or vice-versa (command: change)
–– Left-hand low (command: left low)
–– Shuffle slide forward (command: forward)
–– Shuffle slide backward (command: back)
Players should start with an overhead toss and trap the ball as it comes off the floor
to begin the low dribble.
3. Rhythm push, pull (yo-yo)
–– On the sides of the body (side yo-yo)
–– In front of the body (front yo-yo)
–– Between the legs laterally (side to side)
Coach commands should be given slowly at first to ensure proper technique at a slower
speed and higher dribble; then command changes increase in favor of speed and a
lower dribble until mistakes are made. Players should use the nonpreferred hand two
or three times more often than the preferred dribbling hand. Coaching emphasis is for
players to sit into the game (stay low) with the head up (see the net) and use a hard
and low dribble (pound the ball), do it correctly and then faster until mistakes are made,
and then go toward game moves at game speed.
Full-Court Dribbling
Options
• High or speed dribble: Players dribble down the court with one hand and then
return dribbling with the other hand.
• Change-of-pace dribble: Players alternate high speed and low control dribbles down
the court, using the opposite hand on the return.
• Between-the-legs dribble down the length of the court.
68 Basketball Skills & Drills
• Back dribble and crossover (pull-back crossover): Players dribble into an imaginary
trap at the free-throw line, the half-line, and opposite free-throw line and finish with
a quick stop and a ball chin at the end.
• Pull-back crossover repeated, three forward dribbles, two back dribbles, crossover,
and go. Repeat the sequence over the whole floor.
• Players use a specified dribble and quick stop under control on the coach’s
signal.
• Zigzag or crossover dribble or spin dribble: Players dribble down court from a triple-
threat position start in a zigzag, using V-cuts and a crossover or spin dribble.
• Two-ball dribbling (advanced): Players can dribble two balls while executing these
selected dribble moves: low rhythm (both hands), low nonrhythm (both hands), high
rhythm (both hands), high nonrhythm (both hands), high to low (right high and left
low and vice versa). Players should start dribbling hard and low, then high, then
alternate rhythm (one high, one low), then add changes of direction and speed,
and, finally, use different combinations.
• The two-ball dribbling progression should be the following:
–– Stationary: low rhythm, low nonrhythm, high rhythm, high nonrhythm, high to
low and reverse, windshield wipers (side yo-yo), front to back yo-yo.
–– Dribble on the move to half court (use all five combinations).
–– Dribble from half-line to baseline (use all five combinations plus change sides
or hands with balls).
• Dribble drills
–– O-D Zag
–– 1-on-1 attack to score: Dummy D at top of key; add D hoop man; line D at
top of key; add D hoop man
–– 1-on-1 full court (one player with two balls; one player with one ball): Goal is
to get through the free-throw lane line
Wall Dribbling
Options
• One hand and one ball (left and right)
–– Pound
–– Around the world (circle pattern)
–– High to low
• Two hands or two balls
–– Pound
–– Around the world
–– High to low and low to high
Ballhandling 69
Ballhandling Basics
Procedure
1. Taking infield: This is a favorite ballhandling drill from Baseball Hall of Fame shortstop
Ozzie Smith. To adapt it to basketball, a player, with a tennis ball, should find a wall
space and get into a low and wide quick stance with toes pointed slightly outward
and about 20 feet (6 meters) from the wall. Player throws the ball against the
wall hard 6 inches (15.2 centimeters) above the floor and catches the ball with a
click (two hands, two eyes) as it caroms off the floor. The player gradually moves
toward the wall to increase difficulty. Players should always throw sidearm during
this exercise, not overhand, to protect the rotator cuff muscles.
2. Dribble and juggle: This drill is designed to work on nonpreferred hand dribbling
and requires players to avoid watching the ball while dribbling. The player dribbles
a basketball with the nonpreferred hand while tossing and catching a tennis ball.
Players can increase difficulty by tossing the tennis ball higher and catching it in
different ways and by adding various dribble moves while the tennis ball is in the
air. Teaching tips are to get low and wide and pound the dribble hard. Players
should keep control of the dribble at all costs, even when they lose control of the
tennis ball; they should never give up their dribble.
3. Partner dribble and toss: Pairs of players talk to each other while dribbling with the
nonpreferred hand and playing underhand toss and catch. Players should never
give up the dribble.
4. Partner dribble and throw: Pairs of players throw the ball overhand to each other
while dribbling with the nonpreferred hand. To increase difficulty, they should move
away from each other in a random fashion.
5. Partner three-ball passing: Players can use two basketballs and one tennis ball or
two tennis balls and one basketball. They pass to each other with a one-handed
push or a flick pass, using the preferred hand to begin and then switching together
to the nonpreferred hand to increase difficulty. Talking is critical. The ball is in the
air, the feet are in the air on the catch, and the pass should be to the nonpassing
shoulder of the catcher. The player who starts with two (of the three) balls starts
the drill with the first pass.
6. Partner bad pass reaction: Pairs of players with one ball are 15 to 20 feet (4.6
to 6 meters) apart. They make sharp, crisp, inaccurate passes to each other.
The catcher catches with a click and then captures and chins the basketball. The
coach may also throw underhand (softball style) bullet passes to test catchers.
The catcher should be in a quick-stance catching position. Players should catch the
ball with the feet in the air, move the feet and get the body in front of the pass.
7. Partner back to the passer: Pairs of players use one basketball and space them-
selves 15 to 20 feet (4.6 to 6 meters) apart. The player without the ball has his
or her back to the passer and is in quick-stance catching position. The passer
70 Basketball Skills & Drills
makes a crisp pass while calling the catcher’s name. The catcher must catch
the ball with both hands after making a quick jump turn to face the passer. The
players exchange roles and repeat. They should pass as fast as needed to test
their teammates. The catch should be with a click.
8. Pull-back crossover progression: With one ball, the player, starting in a stationary
position with the foot opposite the dribbled ball forward, follows this sequence:
–– Push-pull on right side, get a rhythm.
–– Crossover to left side, repeat.
–– Push-pull two or three times, crossover, repeat.
–– Same move, but with a baby step, then do a lunge step forward.
–– Two or three dribbles forward, two or three dribbles back, crossover, and
repeat. Players should point the lead foot in the direction they are going.
chapter 4
Shooting
“The main thing on offense is that we get a good shot every time down the floor.”
from Pete’s Principles, Pete Carril, former Princeton Coach, now Naismith Hall of Fame Coach
72 Basketball Skills & Drills
Field-Goal Shooting
Players and coaches should realize that field-goal and free-throw scoring percentages
are the most important statistical factor related to winning. Therefore, it is critical for
players to build shooting confidence over time by careful preparation and by shoot-
Critical Cue: ing with proper mechanics at game speed using proper mental techniques. Players
Game shots at game cannot, literally, overpractice shooting (physically and mentally) as long as they are
spots at game speed. taking game shots at game spots at game speed in order to prepare properly for
competition. Coaches cannot provide enough shooting time during team practice,
so players need to understand the necessity of outside-of-practice individual shoot-
ing in order to reach shooting percentage goals.
General Concepts
Coaches should teach players to become scorers, not just shooters. Anyone can
shoot, but considerable skill is required to score consistently in game situations. To
maximize scoring-to-shooting ratio, players must learn when to shoot, when to pass,
what their shooting range is, and from what spots on the court they can consistently
make field goals. The recommended minimal percentage guidelines for all players
are shown in table 4.1.
Practice goals should be set at least 5 percent higher than game goals because
of expected slippage in shooting percentages that takes place during competition
(table 4.1). Elite players who want to become great scorers need to set even higher
goals.
Shooting percentages provide a bottom-line feedback measure for shooting
effectiveness. Players need to pay attention to practice and game percentages; in
particular, beginners and any players who are below the desired field-goal shooting
percentages for their age group should adopt the shooting guidelines completely.
Players should adopt one new idea to add to their game if they shoot near or above
Shooting 73
Practice Game
% %
College 55 45 50 40
Professional 55 45 50 40
the shooting percentage goals and always use percentages as self-feedback on practice
and game shooting habits in order to assess status and progress. They must learn
to play against the game—by setting scoring goals and by practicing game shots at
game spots at game speed. Shooting percentages ensure that players can’t fool the
game or themselves when developing scoring skills.
Proper shooting technique can be developed only with sufficient basic skills and
strength. Coaches can use a smaller ball and lower basket when teaching shooting
skills to players in grades below 7 (ages 11 to 12 and younger). Proper mechanics
can be learned early, in grades 4 through 6 (ages 9 to 11), and then applied readily
to a regulation ball and basket. Young players should learn proper mechanics that
can be easily carried out. This adjustment of equipment ensures that they will learn
to shoot properly and build confidence more quickly.
Complete guidelines on modifying the game for younger players (including equip-
ment recommendations) are available in a companion coaching book, Basketball Skill
Progressions, NABC’s Handbook for Teaching (Coaches Choice 2003) by Jerry Krause,
Curtis Janz, and James Conn. This book also details what basketball skills to teach
and when to teach them (i.e., a sequential, progressive approach). Even though
some youngsters want to play with the big ball and the higher basket, they must be
sold on solid progressions and correct mechanics at an early age. Using the big ball
and the 10-foot (3-meter) basket too early in their learning can be harmful to their
skill development.
Passing and catching and quick stops are the most important shooting funda-
mentals. Players should learn to get a shot by first moving to get open (use proper
footwork). Then they must catch and face the basket in triple-threat position and
be prepared to shoot (also footwork).
Teach players to attack and get shots as close to the basket as possible on a dribble
drive. They should challenge the defense by probing for the basket—the ultimate
shot is the layup.
74 Basketball Skills & Drills
Acronyms, such as BEEF and ROBOT, can be used to assist players in learning
some of the key concepts of shooting. Younger players can learn proper shooting
mechanics using the BEEF principle:
B—Balance, the most important foundation of every shot. The shot starts on the
floor, before the player catches the ball, with proper footwork—with the knees
bent and the feet ready first. Kevin Eastman, longtime college and professional
coach, states the importance with the phrase “the feet make Js (jump shots),”
which means that proper footwork is needed to make jump shots.
E—Eyes. To be accurate, players must pick up the target early (full focus for at
least 1 second) and have a narrow focus on the spot target (the preferred spot
target is the center of the back of the rim or the upper corner of the backboard
rectangle); the “eyes make layups.”
E—Elbow. Generally, players should limit all arm motion to a vertical plane, espe-
Critical Cue: cially keeping the elbow up, in, and under the ball (except for pedestal-pocket
Shoot up, not out.
shooting).
F—Follow-through. Players should use full extension of the arm (locked elbow),
held for one count on a field goal or until the ball goes through the net on a
free throw. The wrist is fully extended, with fingers pointed down (make a goose
neck, put a hand in the cookie jar, or make a firm but floating parachute with
one hand). The follow-through must be firm, but relaxed. The proper release
angle is 60 degrees above horizontal. Finish high (release it high and let it fly).
Shoot up, not out is the critical guideline for proper arch on the shot. Shooting
high and soft is especially important on backboard shots. A 55- to 60-degree
release angle on the shot produces an optimal entry angle into the basket of
45 to 50 degrees.
John Bunn, a Naismith Hall of Fame coach and an educated engineer, advocated
an optimal release angle of 60 degrees in his 1955 book, Scientific Principles of Coaching.
He stated that the shooter should get as much arch as possible, consistent with his or
her strength. He also found that more missed shots were short rather than long.
A new technology, Noah’s Arc, has been developed to measure accurately and
provide instantaneous feedback on the arc or basket entry angle for each shot. The
shot or arc is filmed, analyzed, and logged into a computer; precise feedback on entry
angle is provided to the shooter after each shot. In addition to heeding the coach’s
reminder to shoot up, not out, shooters can also use modern technology to assess their
muscle memory. The optimal release angle of 55 to 60 degrees, translated into an
optimal basket entry angle of 45 to 50 degrees, can be measured and provided to
a player instantaneously. Studies have shown that a common problem with many
shooters is a release angle and resulting basket entry angle that are too low. In fact,
a basket entry angle of less than 35 degrees only produces a 9-inch (22.9-centimeter)
window for the ball to go in, provided that it is exactly on line. This common problem
can be addressed through coaching emphasis on a high 60-degree release angle or
through practice using computer-programmed muscle memory data.
The arc conclusion is that players generally need higher arc on their shots that is
consistent with their strength to produce accurate shots. Great shooters have consis-
tent shots—start, finish, and arc. Each shooter must find an optimal arc (balancing
accuracy and strength) in order to maximize the chance for scoring.
Shooting 75
3
X3
2
X2
b
Shooting Mechanics
The specific physical techniques of shooting, called shooting mechanics, include the
movements of the body, feet, and hands during shooting.
Shooting 77
The movements are the same for the one-handed set shot
and the jump shot. The essential difference is that the jump
shot is executed by shooting the set shot just before the peak
of a jump. Proper shooting mechanics should be taught and
practiced. The medium arc shot (about 60 degrees at the
angle of release) is the best compromise between the best arc
for shooting (an almost vertical trajectory) and the available
strength for accurate shooting. Most beginners shoot with
a release angle lower than the optimal 60 degrees. With the
regular side shooting pocket, the shooting foot, elbow, wrist,
and hand are all in the same vertical plane with the basket as Vertical
plane
the ball is brought up past the face (figure 4.1). Hand and
arm motions are the same on all set or jump shots—the power
comes from the legs. Backspin on the ball produced by the
finger thrust increases the angle of rebound off the rim (i.e.,
producing a more vertical bounce) and gives the shot a greater
chance of going into the basket. It also stabilizes the flight of
the ball. Players can produce backspin by thrusting the fingers
through the ball on release.
In addition to these general points of shooting mechanics,
players should be taught specific fundamentals such as main-
taining proper body position, holding the ball, and executing
the steps of the shot.
a b c
Figure 4.2 Shooting balanced: (a) triple-threat position with the feet ready (front view), (b) triple-threat position with the
feet ready (side view), and (c) pedestal pocket (square stance) with the feet ready.
Shooting Hand
The next step is for the shooter to grip the ball properly. The
fingers of the shooting hand should be spread comfortably, with
the ball touching the whole hand except the heel (figure 4.4).
The angle between the thumb and first finger is about 70 degrees Form
the V
(not 90 degrees). Players should form a V, not an L, between the
thumb and index finger. Players (facing the coach) can hold up
the shooting hand and spread the fingers as much as possible
(90-degree angle) but then relax the hand slightly (thumb and
first finger in a V) and put the ball onto the whole hand by plac-
ing the ball in the shooting hand while holding the palm up in
front of the body (figure 4.5). When handling the ball, players
can move it to shooting position by grasping the ball with both
hands on the side and then rotating the ball so that the shoot-
ing hand is behind and under the ball. This technique is called
locking and loading the ball into the shooting pocket. Figure 4.4 Proper shooting hand grip:
This technique places the shooting hand in the same position use the whole hand, except for the heel (the
for each shot for consistency: The shooting pocket is always in finger and thumb at 70 degrees, forming a V).
the same starting position.
To lock and load the ball into the triple-threat shooting pocket (the same start-
Critical Cue:
ing position for each shot), players should first place the ball on the whole hand in The hands ready—
front and to the side of the body (figure 4.5a). Then the nonshooting hand grasps the ball to the
the shooting hand wrist in order to lock it into the starting position (4.5b). The shooting pocket.
nonshooting hand is then placed on top of the ball or the hand in order to load the
ball into the shooting pocket (figure 4.5c).
a b c
Figure 4.5 Lock and load: (a) the ball in the whole hand, (b) lock the wrist in, and (c) load the ball into the shooting pocket.
80 Basketball Skills & Drills
After moving the ball into shooting position, the shooter should
bend the wrist back and load it in, forming an L at the wrist and at
the elbow (see wrinkles on the back of the wrist). Set the ball on the
hand and hold an imaginary tray with the shooting hand. This posi-
tion for the side shooting pocket is shown in figure 4.6. The locking
and loading technique ensures that the starting position is the same
on each shot for consistency.
The elbow (the L) is kept up, in, and in front of the wrist (figure 4.6).
Beginners may have a lower starting elbow position, but the elbow
should still be in front of the wrist and above the shooting foot.
Younger players tend to drop the ball too low to gain momentum,
pull the wrist in front of the elbow, and, in the process, develop an
inefficient shooting mechanic. Shooting power comes from the legs;
the arm shooting mechanics stay the same. The most common error
that players make with the shooting hand or arm is having the elbow
out when the shooting foot is pointed at the basket and when they
are using the armpit or shoulder shooting pocket. Elite players may
modify the pocket by moving higher. This pedestal pocket, as a middle
shooting position, is described later.
a b c d
Figure 4.7 Locking and loading (without the ball): (a) grip with whole hand, (b) lock the shooting wrist or rotate in, (c) load
the shooting hand with the nonshooting hand, (d) push the elbow button to shoot up, release the imaginary ball, and hold the
follow-through.
Release
Shooting up and over by pushing the elbow button, as shown in figure 4.7d, requires
thrusting the fingers up and forward through the ball or snapping the wrist. Players
should visualize shooting out of the top of a glass telephone booth or over a 7-foot
(2.1-meter) defender. Backspin is produced when the fingers thrust the ball up and
over (push through the ball and snap the wrist) (figure 4.8). The ball comes off the
index and middle fingers last.
Backspin produces a soft shot that can hit the rim, slow down, and bounce in. The
backspin keeps the ball around the shooting target. Players can check the backspin
weekly by shooting a vertical shot without a target or following the flight of the ball
after the release of a regular shot. Players should not develop the habit of watching
the ball; they should focus on the target instead.
The proper release angle is about 60 degrees above horizontal. For most players,
the release angle is too low, which decreases the size of the available target from
above and lowers shooting percentage. Coaches should guide players to release it
high and let it fly (shoot up, not out).
A common shooting problem centers around the arc of the shot after its release.
Lower arcs tend to reduce the available entry area of the ball as it passes through the
rim. Thus, many players struggle with attaining an optimal shooting arc. The higher
the arc is, the greater are the muscle forces needed to propel the ball, resulting in
more forces and less accuracy. Players and coaches should be aware of attaining
optimal release angle and shot arc with a smooth, rhythmic release that uses m inimal
82 Basketball Skills & Drills
forces. The shot with a 55- to 60-degree angle of release produces an optimal basket
entry angle of 45 to 50 degrees.
The Importance of Arc in Shooting
Here is how the ball sees the hoop as it enters the basket (the basket entry
angle):
1. Coming from an angle of 90 degrees from the horizontal, the target area is
100 percent.
2. Coming from an angle of 51 degrees from the horizontal, the target area is
55.6 percent.
3. Coming from an angle of 31 degrees from the horizontal, the target area is
33.3 percent. (For a clean shot, the minimum entry angle is about 35 degrees.)
4. Coming from an angle of 20 degrees from the horizontal, the target area is
22.2 percent.
5. Coming from an angle of 9 degrees from the horizontal, the target area is
12.2 percent.
Studies at the University of Calgary have shown that the recommended range for
the ideal release angle is between 52 and 55 degrees. To shoot at an angle higher
Critical Cue: than 55 degrees requires extra velocity or ball speed, which has a detrimental effect
Release it high and on accuracy. Because of learning slippage, the best compromise between force on
let it fly (release the
ball high, up, and
the ball and accuracy is an optimal release angle of 55 to 60 degrees.
over, at 60 degrees This principle applies more easily to pedestal-pocket shooting from an overhead or
with backspin). a middle starting spot. As the ball is pushed up (not out) from the pedestal pocket,
the ball is thrust up and over with the fingers touching the ball last to produce ball
backspin (figure 4.9).
Follow-Through
The final step in shooting is full follow-through with complete elbow extension (lock
Critical Cue:
Full follow-through the elbow), arm pronation or turnout, and wrist flexion (controlled relaxation).
and hold it (field goal, Players should visualize making a goose neck, putting their fingers in a cookie jar,
one count; free throw, putting a hand in the basket, or making a parachute with a firm floating hand and
until net or swish).
holding that position (figure 4.8). The hand and fingers are firm but relaxed. A full
follow-through ensures that the ending position is the same for each shot.
Shooting skill is first built on proper mechanics and technique as described
earlier. Players must develop correct technique as a physical foundation for the
shot:
Figure 4.8 High release and follow-through Figure 4.9 Pedestal-pocket shooting—shoot
(55- to 60-degree release angle). up.
Types of Shots
Although the basic mechanics of shooting are found in the set and jump shot, they
are also applied in close shots (including layups) and long shots (like the three-point
shot). The same mechanics are used in post player shots as well.
Layups
All players should learn to shoot both left- and right-handed layups while jumping
from one foot. The technique is to jump from the left leg when shooting right-handed
and from the right leg when shooting left-handed. A high jump is made by stamping
on the last step to minimize the forward long jump and to maximize the high jump.
Coaches should have players use the backboard whenever possible; exceptions may
be the baseline dribble drive and the dunk shot. The dunk shot should be used only
when a player can dunk the ball without strain and defensive traffic is minimal.
Approach. Attacking or accelerating to the basket is a positive approach that
players can use readily. When a player is shooting a layup, the attack move is made
84 Basketball Skills & Drills
by taking the ball up in a two-handed pickup motion (bring the free hand to the
ball when dribbling, chin the ball near the shooting shoulder—usually opposite the
jumping foot—and keep the ball chest high on the side away from the defender).
Use a two-handed pickup (see figure 4.10a) to pit and protect the ball away from
the defender. Players should keep the ball away from the hip and avoid dangling the
ball away from the power position (near the upper chest or shoulders). The two-
handed pickup and chin move is used to prevent players from rocking the cradle
(figure 4.10, b and c) and exposing the ball to the defender as it is brought across
the body. The last dribble is timed with the last jumping step on the inside foot when
the player is using a dribble-drive move; this is often called an opposition move when
a player shoots a right-handed layup with a jump from the left foot (opposite foot)
as shown in figure 4.11. On a left-foot jump, the right (or opposite) knee drives up
toward the basket (like a knee on a string with the same side elbow). Coaches should
teach beginners to use a gallop move with a layup. For a right-handed dribbler and
shooter, the last one-two gallop move is with the right foot and the left foot as the
jumping foot, in that order. The final layup shooting reminder is for players to pick
up the target early (usually the backboard) and focus for at least one full second;
eyes make layups.
Critical Cue:
One-foot layups: Jump. The opposite knee (to the jumping foot) is then raised high when the player
Opposition, two- is jumping (figure 4.12) and straightened just before the peak of the jump. Other
handed pickup, high tips include using the backboard to your advantage, shooting softly with a feather
and soft shot on the
backboard. touch (shoot high and soft), and focusing on the ball and the target. For one-
foot jump layups, coaches can teach the primary overhand, or push, (palm facing
a b c
Figure 4.10 Shooting the layup: (a) two-handed pickup, (b, c) avoid rocking the cradle.
Shooting 85
target—figure 4.12) and the underhand, or scoop, layup, which produces a softer
shot and is executed with the shooting hand palm up (figure 4.13).
Power Layup. This layup is really a quick stop with the player facing the baseline
into a two-foot layup. The quick stop is made for power and balance and is used in
traffic or under defensive pressure when control and power are needed. The power
layup is a slower but stronger move than the one-foot jump layup. On approaching
the basket, the shooter lands facing the baseline or backboard with feet pointed to
the baseline in a quick stop (one-count landing on both feet). See figure 4.14. The
player chins the ball on the outside shoulder away from the defense and explodes
vertically from both feet to the basket to shoot (hand facing or hand under) a one-
handed layup off the backboard.
a b
Figure 4.14 Power layup: (a) quick stop, (b) power shot.
Pedestal-Pocket Shots
Modifications can be made for players with higher strength levels (especially core
and upper body) and inside players who shoot most of their set and jump shots
closer to the basket. For an in-depth treatment of these techniques, see The Perfect
Shooting 87
Jump Shot by Scott Jaimet (Elemental Press, 2006). These recommendations are a
departure from shooting techniques described previously and may not be suitable
for most players, but they have the advantages of high arc, added balance, sym-
metry, and increased relaxation during shooting. This technique is for elite p
layers
with high levels of upper-body strength.
Jaimet advocates a focus on four important factors: balance, rhythm, exten-
sion, and symmetry. The one-handed set or jump shot described in the previous
Critical Cue:
section depends heavily on shooting rhythm, full extension, and balance. Balance
Lock and load into the
depends primarily on footwork but is more challenging with the ball’s shooting pedestal pocket with
pocket on one side of the player’s body. The shift of the ball to a position directly a two-handed pickup.
overhead and near the middle of the body facilitates balance. This overhead or
forehead shooting pocket is the p edestal-pocket position. Players should grip the
ball, form a V with the shooting hand, and then lock and load the ball to the pede
stal pocket with a two-handed pickup, as shown in figure 4.16. The whole hand
is always placed under the ball on the shooting pocket on the traditional side or
the more centered pedestal pocket. Players should always lock and load the ball Critical Cue:
into the shooting pocket with a two-handed pickup. The pedestal pocket is a bal- The ball overhead
anced trigger point where the shot should be initiated. From there, the player takes vertically between the
eye and the ear in the
the shot up toward the basket (not out) by pulling the trigger or folding the tent pedestal pocket.
(figure 4.16c). The middle or pedestal-pocket position has the distinct advantage
that the player shoots up, not out, thus preventing the most common error in
a b c
Figure 4.16 Pedestal-pocket shooting: (a) grip ball and form the V, (b) lock and load to form
the tent, full focus—see under the tent, and (c) fold the tent and hold the follow-through.
88 Basketball Skills & Drills
shooting—closing the available entry area into the basket because of a lower arc
Critical Cue:
Right angles at the on the shot.
elbows and the When players are using the pedestal pocket, the position of the arms and feet
thumbs at right angles must also be modified. The shooting hand (under the ball) and bookend hand (on
on the ball (pedestal- the side) are placed similarly on the ball. The feet are in a more parallel stance,
pocket shot).
and both elbows are pointed outward in a balanced, relaxed position to form a
tent (the elbows at the base and the ball at the peak and in the pedestal pocket,
see figure 4.16b). The forearm and upper arm form a right angle (90 degrees) at
the elbow. Another advantage of the pedestal pocket is that the shooter can more
readily pick up the shooting target early and get a full focus on the target without
visual obstructions from the arms or the ball. Players should form the shooting tent
and put the ball in the pedestal pocket, above the head and between the eye and
ear. Coaches should emphasize that the elbows should be at eye level and the arms
at right angles at the elbows. Having the ball in the pedestal pocket and the elbows
high makes it easier for players to shoot the ball up (not out). When players shoot
from this trigger spot, the arms are fully extended (the shooting arm at the elbow
and the wrist) with a full follow-through that is firm but relaxed for pulling the trigger
and folding the tent as the ball is thrust upward and released at the peak of the jump
(or on the toes for the set shot).
Note the symmetry of the feet and arms when players are using the pedestal-pocket
shooting technique (figure 4.16). The body faces the basket directly in a balanced,
symmetrical position before, during, and after the shot. The complete sequence of
the pedestal-pocket shot is shown as follows:
1. Use a quick stop (or plant and turn) into a balanced quick and square stance,
facing the basket. Sit into the shot and square to (face) the basket; grip the
ball with wrist wrinkles (figure 4.16a).
2. Grip the ball with wrist wrinkles and use a two-handed pickup in a tight arc
to move the ball quickly to the pedestal pocket—form the tent (figure 4.16b).
Lock and load the ball into the pedestal pocket; put the ball in the trigger spot
with thumbs forming a right triangle.
3. Use full focus on the target for one full count (see the target through the V
under the tent) while jumping with full extension.
3
X3
2
X2
b
Coaching Points
for Pedestal-Pocket Shooting
¤¤Face the basket with the shoulders square to the basket and the feet parallel in quick
stance. Sit into the shot; use the legs for power.
¤¤Lock and load the ball in a tight arc into the pedestal pocket. Use a quick two-handed
pickup with wrinkled wrist.
¤¤Form the tent with the elbows out and the ball at the trigger point. Arms, elbows, and
thumbs should be at right angles. Use full focus on the target early (the back of the
rim or the upper corner of the backboard rectangle).
¤¤Jump with full extension; straight up or slightly forward.
¤¤Pull the trigger to shoot up (not out) with full follow-through; fold the tent to shoot.
¤¤Land in a balanced quick stance.
Shooting 89
Step
foot
a b
Figure 4.18 Post power shot: (a) catch and chin the ball, (b) half rear turn to seal the defender.
90 Basketball Skills & Drills
a b
Figure 4.19 Power shot: (a) bounce and hop, (b) quick stop and chin.
a half rear turn or leg whip (figure 4.18b), immediately followed by a two-handed,
two-foot bounce and hop move with the ball and to the basket. Figure 4.19 shows
this move with the one dribble taken from a two-handed chinit position near the
lead foot as a two-foot jump is made with a quick-stop landing. The post player
lands facing the baseline and shoots a power shot by exploding up to the basket or
backboard from the chinit ball position (figure 4.20).
The post power shot can be used in two ways: without the dribble (only leg whip),
when the player is catching the ball in the lane, and with the dribble, bounce, and
hop (two feet to two feet move) when the player is catching the ball outside the lane.
Both shots, called angle baskets, allow the offensive player to use a body position
advantage to make a post-player angle move to the basket.
d e f
Figure 4.22 The post shot: (a) posting up—two-handed targets ready to receive the pass (in this case, the pass is to the
left hand because the pass leads the post player to a scoring move toward the middle), (b) meet and chin the ball—use the
quick stop when possible, (c) step into the lane, with the stepping foot parallel to the baseline, (d) protect the ball on the
outside shoulder, (e) take the ball up and over the head, (f) follow through, face the basket, and assume that the shot will be
missed, with the hands up.
92
Shooting 93
a b
Figure 4.23 Jump hook: (a) starting position and (b) ending position (without jump).
94 Basketball Skills & Drills
5
2
Emphasis is on the overhead release, with full arm extension
4
3
and wrist snap, and the inside elbow or shoulder is pointed
at the basket. Nonpreferred hand repetitions are taken two
or three times more than preferred hand shots.
2. Jump hook from home base (with the jump)—release the
ball on way up near the peak of the jump and come down
in a ready position with the arms up (assume a miss).
3. Jump hook—right and left hand from five spots (baseline,
45 degrees, home base, 45 degrees, baseline), as shown in
figure 4.24.
Figure 4.24 Jump hook—five spots. 4. Jump hook at five spots over dummy defenders or shooting
pad (both hands up).
5. Power move to the middle—one dribble power move to home base (in front
E3888/Krause/fig.04.31/281425/alw/r1
of the basket or in the lane) and jump hook (figure 4.25) or home base, shot
fake, and jump hook (figure 4.26).
6. The final version of jump hook shot is to catch the ball in the air and turn,
landing in the lane, (i.e., the pass to the post player is made into the free-throw
lane). As the pass is made, the post player catches the ball with both feet in
the air and turns to see the basket as the nonshooting shoulder is pointed at
the basket. The ball is chinned near the shooting shoulder. The jump hook is
shot from a two-foot power jump and released directly up from the shooting
shoulder with a locked elbow and flexed wrist follow-through. The sequence
is catch and turn, jump hook up and over, land in quick stance, and assume
that the shot will be missed.
a b
Figure 4.25 Power move to the middle: (a) post player catches the ball with the defender on
the baseline side, (b) power move to the middle—rear-turn seal.
Shooting 95
c d
Figure 4.25 Power move to the middle: (c) power move to the middle—bounce and hop to
home base, (d) jump hook from home base in front of the basket.
Shot Fakes
Being prepared to shoot by having
the feet and hands ready (triple-
threat position and shooting pocket)
allows the player with the ball to be
quicker and more aggressive offen-
sively. It also prepares players to use
the complement of the shot—the
shot fake.
Proper technique for the shot fake
is for players to take the ball (from
the pit or triple-threat position or
pedestal pocket) quickly and verti-
cally (vision is kept on the shooting
target in a quick 1-inch shot fake).
The body stays in quick-stance posi-
tion as the player makes a short,
quick vertical fake upward with the
ball with the eyes on the basket.
Players should give the fake time to
work rather than rushing into the
Figure 4.26 Shot fake—lock the legs, 1-inch
move. The shot fake can be used
(2.5-centimeter) shot fake, keep the heels down. when players are facing the basket,
96 Basketball Skills & Drills
when they have their backs to the basket, or when they are executing a jump hook.
A test of the shot fake is whether the player’s heels stay down on the floor and the
legs stay locked in a crouched or explosive position. Players need to stay in the stance
as they use a shot fake (figure 4.26 on page 95).
Free-Throw Shooting
Field-goal and free-throw percentages are the number one statistical factors related
to winning. Players and coaches need to realize the importance of scoring, to know
correct shooting techniques, and to practice these skills properly. Free-throw shoot-
ing is especially critical for the following reasons: it is a mental as well as a physi-
cal technique (confidence is important), the game stops during the skill, and little
improvement has been seen in free-throw percentages for over 35 years (NCAA
Basketball Trend Statistics, 2006). Free-throw shooting is truly a team skill that
each player should be able to master, at least to national averages, regardless of
age level or gender.
Teams should practice free throws in proportion to their importance in games; 20
to 25 percent of scoring, shots taken, and games decided happens at the free-throw
line. For practices evenly divided between defense and offense, 10 to 12 percent of
Critical Cue: total practice time should be spent on free throws. Ten percent of 60 minutes is
Spend 5 minutes per
hour on free-throw
6 minutes, so a minimum of 5 minutes per hour—the 5-minute free-throw rule—should
practice. be spent on free-throw practice for every hour of practice or game time during the
season as well as in the off-season.
Game percentage goals, as shown in table 4.2, should be set relative to age. These
measures indicate whether players should adopt the book guidelines completely or
Critical Cue:
adapt them to improve free-throw shooting. Practice standards should be 5 percent
Groove the shot first; higher than game goals because of slippage in normal game performance.
then compete (against
goals, defenders, and
situations).
Free-Throw Technique
In free-throw technique, the key differences from field-goal shooting are making
an alignment on the dot or spot (foot position), having a set ritual, pausing at the
bottom of the shot, and exaggerating the follow-through. Players should keep the
free throw simple and the same each time. The complete free-throw technique is
shown in figure 4.27.
Table 4.2 Players should know how a good shot looks,
Desired Free-Throw Percentages sounds, and feels and eventually be able to shoot
free throws with their eyes closed. A shot should be
Practice Game executed with controlled tension—not too relaxed
or too tight. The important physical mechanics are
Grade level % %
the following:
Elementary 55 50
• Find the spot: Align on the center of the free-
Junior high school 65 60
throw line each time—the shooting foot, elbow,
Senior high school 75 70 hand, ball, and eye are aligned in a vertical plane
College 80 75 with the basket. The shooting foot should be in
the same spot every time and pointed toward the
Professional 85 80
basket or slightly to the left of a line perpendicular
Shooting 97
a b c
Figure 4.27 The free throw: (a) align and get down on the spot with body weight forward,
(b) focus for one full second, and (c) use a full follow-through (hold until the net).
to the free-throw line. Place the toe of the dominant or lead foot (the right foot for
Critical Cue:
right-handers and the left foot for left-handers) in the exact center of the free-throw Get on the spot or dot.
line. Hardwood courts have a nail hole at the center for measuring purposes. On
other courts, mark that spot. Put the lead foot near the center and point the lead
foot at the corner of the backboard on the same side (right foot, left backboard edge
and vice versa). Place the other foot in a comfortable position, with feet shoulder-
width apart in a balanced, staggered stance. The open stance at the free-throw line
is preferred to the parallel or square stance. Being slightly open relaxes the shoulder
muscles and puts the shooting arm directly in the vertical plane to the basket. For a
pedestal-pocket shooter, the eyes and the ball should
be centered on the dot or spot, with the feet in a closed,
square stance (figure 4.28).
• Full focus: The focus should be on the center of
the ring or the center eyelet at the back of the rim. A
player should focus on the target and think nothing but
net or make the defense pay for fouling. The focus on the
target should begin early and be held for one full second
(focus, feel, feedback mental approach). Pedestal pocket
E3888/Krause/fig.04.35/281434/alw/r1
98 Basketball Skills & Drills
with all positive motion toward the basket. Players should keep the shot simple and
Critical Cue: Full
focus—pick up the eliminate down and up motions, replacing them with simpler positive motion.
spot target early and • Ritual: A ritual should be developed for the complete shot. Coaches should help
hold it for 1 second each player do the same thing the same way every time—it is much easier to groove
(the back of the rim
is preferred). a pattern that is always the same. A deep breath just before the shot should always
be part of the ritual (breathing in through the nose and out through the mouth).
Players should include the same grip on the ball. Most players put their fingertips
across the seams of the ball. They should be slow and deliberate with the ritual while
keeping it simple; it is sometimes best to eliminate dribbling from the ritual. Finally,
a verbal prompt of nothing but net is used to clear the mind.
• Full follow-through: Full extension and pronation are keys to the follow-through.
The shooter should come up on the toes—get power from the legs. The upper arm
should be 55 to 60 degrees above horizontal on the follow-through. Release high
and hold the follow-through until the ball hits the net. Put a hand in the basket.
3
X3
2
X2
b
Come up and finish on the toes or jump slightly forward. Stay in the shot and keep
Critical Cue:
body weight forward with the hand in the basket. Mental techniques—
before the shot, see
Free-Throw Confidence Building and say net or
nothing but net
Players can develop confidence in free-throw shooting with a gradual, long-term during the ritual.
approach using specific mental techniques, including the previously described ritual.
Players need to groove their techniques early in practice and during the season by
shooting consecutive free throws properly, picking up the spot target early, and using
full focus (verbal prompt focus) for 1 second. Coaches can teach players to concen-
trate on every shot using positive thoughts, such as making the opponents pay for
every foul, thinking net or swish (shots that hit only net), and seeing the net ripple as
the ball goes through. Shooters develop shot awareness by using the verbal prompt
feel during each shot. A positive shooting attitude also is developed by celebrating
successful shots and evaluating missed shots using proper feedback (verbal prompts:
yes on makes and short, long, right, or left on misses). The shooter blocks all negative
thoughts and uses only the positive. Confidence is developed from careful prepara-
tion and demonstrated skill in competition. Players need to shoot free throws in
competitive situations, to make every shot a game shot.
Elementary school age players should use a smaller ball, lower baskets (8 feet
[2.4 meters]), and a shorter free-throw line (9 feet [2.7 meters]). Junior high school
players should shoot from 12 feet (3.7 meters) at a basket set at a height of 9 feet
(see Basketball Skill Progressions).
Shooting Drills
Coaches should be creative in developing shooting drills that are sequential, progres-
sive, and include all of the basics of shooting: footwork and balance drills without the
ball, spot shots, shots from a pass, and shots from the dribble. Emphasize correct
execution first and then game shots at game spots at game speed.
Options
• Straight line—shots are taken without a target at the free-throw lines and the half-
court line and the opposite baseline, with players focusing on the basket at the
opposite end of the floor.
• Offensive zigzag—a shot is taken at the location of each change-of-direction spot.
Most movement should be lateral to make it easier for players to select the foot
closest to the basket.
100 Basketball Skills & Drills
Troubleshooting
Following are some common shooting errors:
Problem: Off balance shots, with side drift or Problem: Slow release on the shot.
moving backward on the shot. Correction: This is often caused by players using a
Correction: Proper footwork (feet about shoulder slow ball pickup to the shooting pocket (side
width, sit into the shot) with balance is the anti- pocket), dangling the ball low, locking and
dote. Balanced quick stops or stride stops (plant loading to the pocket too slowly, or making
and turn or pivot) correct this problem. the down and up motion in shooting (a two-
count shot). Quicken this move, tighten the
Problem: Low arc shots. arc to the shooting pocket, and make the shot
Correction: The shooting pocket is too low or too a completely positive motion toward the basket.
far in front of the body (dangling the ball). Raise Eliminate the dip, bend the knees more, and sit
the side shooting pocket or use the centered into the shot.
pedestal pocket. Shoot up, not out, to shoot up
and over the basket, not at the basket. Problem: Rushing the shot.
Correction: This is usually caused by players not
Problem: Late target pickups. focusing on the rhythm of the shot. They
Correction: Use full focus and early target sighting. should take game shots at game spots at game
Sight the target while dribbling or right after speed—but be quick and not hurry, as advo-
catching the ball (focus). cated by Hall of Fame player and coach John
Problem: Poor alignment or direction problems. Wooden.
Correction: Shooters need to face the basket with Problem: Inconsistency.
either a slightly staggered stance (side shooting Correction: This is often the result of shot to shot
pocket) or parallel stance (pedestal pocket). changes in technique. Every shot should have
With the regular side pocket, check the vertical the same starting or trigger point and ending
stance alignment of the ball and the shooting point (full follow-through). Players should
hand, shooting elbow and shoulder, and shoot groove the shot so that it becomes automatic.
ing foot and knee. With the pedestal pocket, be
sure the trigger spot is centered overhead and Problem: Slow to build confidence.
that the arms and the body are symmetrical. Correction: Coaches should reteach the self-talk
(focus, feel, feedback) shooting technique. Insist
on game shots at game spots at game speed.
Apply the BEEF and ROBOT shooting prin-
ciples.
• Straight line with shots called by the coach—players in groups of four begin on
the go command; the next four players begin when there is 15 to 18 feet (4.6
to 5.5 meters) of space between them and the preceding group. The coach
designates a basket to the side of the court (use the intersection of the sideline
and the half-court line). Players move forward under control in the basic position
until the coach gives the shot command. Then each player on the court simulates
catching a pass with a quick stop or shooting off the dribble and makes a shot to
an imaginary basket. On the go command, all players continue up the court until
the coach throws another imaginary pass. Players must be ready to shoot with
balance and control at any time, shooting to the right going down and shooting to
the left coming back.
Shooting 101
• Line shots with the ball—the first four players start together and use proper tech-
nique to shoot four imaginary shots (the free-throw line, the half-court line, the
opposite free-throw line, and the opposite baseline with the ball). Players shoot
at the opposite basket and then shoot as though the basket were to the side.
With the basket to the side, they hop from the basket-side foot and land facing
the basket. With the ball, they catch and turn in the air to face the side and then
shoot. Players can shoot from a pass to themselves (two-handed underhand spin
pass with backspin thrown at the location of the intended shot). Then players can
shoot from a dribble. The shot is taken with a high 60-degree arc slightly in front
of the shot location—the follow-through is exaggerated and held until the ball hits
the floor. No target is used; coaches should emphasize shooting up and holding
the follow-through until the ball returns to the floor.
Layup Progression
• Line drill—no ball, carry the ball, dribble the ball. Layup at the free-throw line, half-line,
opposite free-throw line, and opposite baseline. Exaggerate the follow-through.
• Carry the ball in pickup position, using the outside chin spot for the ball; shoot a
one-handed layup.
• One line dribble in layups—each player with a ball (six per basket). Start in live-ball
quick stance and use appropriate direct or crossover drive and dribble from the
wing position. Emphasis—early target, opposition, two-handed pickup, high jump
(rebound the player’s own shot before the ball hits the floor)—can add dummy
defender or cone halfway to the basket.
• Two-line layups (12 players with three balls per basket).
–– Dribble in and the opposite line rebounds
–– Pass from the opposite line
Note: a progression on layups from a pass is to carry the ball in a shoulder and chin
position as each player gallops into the basket.
Dribble chase layups: Players form pairs, each with a ball. The player with the ball
stands behind the baseline and outside the free-throw line. The partner (the catcher) is
the outlet between the free-throw line and the half-line. The passer uses a baseball pass
to the outlet catcher, who receives the ball, faces up floor, and speed dribbles to the other
end for the layup as the original passer chases the dribbler down from behind (cannot
foul but can go for the ball. This occurs in pairs at opposite ends simultaneously; half of
the groups are at each end. Rotate clockwise and then change to counterclockwise to
ensure ample practice with the nonpreferred-hand dribble and layup.
Two-minute team layups: Use four coaches or program assistants as passers located
at the top of the key level just outside of the free-throw lanes. Divide the team or group
into two lines located behind each baseline under each basket on the full court. Start with
two balls and add two more later. The sequence is the following: the first player in line
102 Basketball Skills & Drills
gets a make or misses a layup and outlets to the coach on same side while fast‑break
sprinting to the other basket in the sideline lane. Then the player receives the ball
back, near the half-line, from the first coach, passes on the move to the second coach,
receives the return pass for the layup, and goes to the back of the line at the opposite
end of the court. The player at the opposite end does the same actions simultaneously
(two balls going). The coach may add two balls for higher skill levels.
Coaching Points
• One-foot layups—opposition (jumping foot and shooting hand).
• Two-foot layups—power up from a one count or a two-foot quick stop.
• Two-handed pickup and chin on shoulder away from the defender—the balance hand
drives or picks the ball up to the shoulder (prevents rocking the cradle).
• High jump, not long jump (stamp hard on last step).
• Early target—hit it high and soft, use the board almost all of the time.
Field-Goal Progression
Purpose: To self-teach progressively the skill of shooting with a warm-up drill that pro-
vides a player with feedback needed for improving shooting in all basketball situations.
Some form of field-goal progression needs to be used daily by all players to reteach or
review physical and mental techniques.
Equipment: One ball per player (when possible), basket, or two players per ball (a part-
ner can act as a coach).
Procedure: Each player takes a ball and reviews shooting according to this progression.
Five repetitions of each of the options are carried out each time.
Options
• Two-handed ball slaps develop the feel of having the ball in the whole hand. Place the
hands on the side of the ball, toss the ball up slightly, and slam the hands against
the ball while catching it five times. Players should do this each time they pick up
a basketball and enter the court.
• One-handed arm swing to the shooting pocket, shoot, and retrace (without ball).
Players may also use the bookend hand. Repeat five times.
• TV shooting without ball—player on the back with the shooting elbow on the floor
and an imaginary ball on the horizontal hand (like a TV tray). Shoot vertically and
hold the follow-through. Repeat five times.
• TV shooting with ball—same as the previous option but with the ball. The ball must
be shot at least 6 feet (1.8 meters) up (ensure full follow-through). Hold the follow-
through for 1 second and then catch the ball coming down. Repeat five times.
• Wall or backboard shooting without a basket target—start with the ball in the shoot
ing hand and the open hand facing up (form the V), lock and load into the shooting
pocket, place the bookend hand up but not touching the ball, and then shoot up
and high on the wall or the backboard.
• Form shots, or shoot it straight shots, are one-handed vertical shots without a
target that start with the ball in the player’s hand in a palm-up position. The player
shooting the ball aligns the shooting foot on any line on the floor, rotates the ball
into the shooting pocket with the balance hand off the ball and slightly to the side
Shooting 103
in a vertical position, shoots with good thrust (for backspin), snaps the wrist, holds
the follow-through until the ball hits the floor, and checks where the ball bounces
(on or near the line to see if the player is shooting the ball straight and 6 to 8 feet
[1.8 to 2.4 meters] in front of the player to ensure he is shooting up, not out).
Five repetitions are taken.
• Close to the basket shots or soft touch, or killer, shots are taken with a target (the
rim and the backboard). Remind players to practice from the inside out, starting
close to the basket and gradually moving out. All shots are inside the free-throw
lane. A minimum of five shots are taken per spot (higher goals for intermediate
and advanced).
• The circle shots drill emphasizes footwork: each player moves
in a circle, carrying the ball with two hands held chest high 5 1
(pit and protect the ball), using proper quick-stop footwork 4 3 2
(hop from basket-side foot, the player lands with the feet
aimed at the basket and ready to shoot, and shoots a short
shot) while shooting at five spots inside the free-throw lane,
as shown in figure 4.29. After five shots are taken moving
clockwise, each player shoots five shots moving counterclock-
wise. Shots taken at 45 degrees are board shots (spots 2
and 4); rim shots are taken at spots 1, 3, and 5. No dribbling
is allowed—circle shots focus on having the feet in position
and the hands ready to handle the ball. Rotate the circle
after every shot. When players are moving clockwise, the
proper footwork is to hop from the basket-side foot in order
to land with the feet ready to shoot from a quick stop, facing Figure 4.29 Soft touch or circle shot spots.
E3888/Krause/fig.04.36/281435/pulled-alw/r1
the basket with the dominant foot forward and the hands
ready (ball in shooting pocket). Counterclockwise motion is done by hopping from
the left foot; clockwise movement uses hopping from the right foot.
Another version of a footwork drill that can be used as a warm-up is simple and quick
and encompasses pass pickups and footwork for shots from a pass as well as footwork
from a dribble. The Hays footwork drill, developed by Dan Hays at Oklahoma Christian,
is carried out from elbow to elbow at the free-throw lane (could be from side to side
anywhere near the free-throw lane, 15 to 18 feet [4.6 to 5.5 meters] apart). The shoot-
ing footwork from a pass version begins at the left elbow; the player faces the opposite
sideline and, using a two-handed underhand pass to herself with backspin, tosses
the ball near the opposite elbow and moves toward the pass while performing proper
footwork (hop from basket-side foot and land with a quick stop facing the basket). The
player snaps the ball to the shooting pocket with a two-handed pickup move. The player
picks up the spot target early, uses the verbal prompt focus, and tests body balance
by using a short, quick shot fake (legs bent and locked, heels down) but does not shoot Critical Cue: Use
the ball. Then the player faces the opposite sideline, uses the bounce pass to herself field-goal progression
at the height of the chest or the shooting pocket, and repeats the pass footwork, going daily—five repetitions
of slaps or slams,
from right to left. Now the hop foot is the right foot. This process is repeated 10 times; form shots, and soft
5 to the right and 5 to the left. This action simulates, in a warm-up, catching the ball touch or close shots.
and being ready to shoot from a pass with balance and quickness, moving to the right Shots from the pass
or to the left. and the dribble should
also be used during
Follow with 10 repetitions of shooting from a dribble using the outside-hand dribble; the each practice.
right hand goes from left to right and the left hand goes from right to left. The focus
is on making a good self-pass (the last dribble) as the players hop from the basket-side
foot. The last dribble is a hard dribble that gets the ball to the shooting pocket accurately
and quickly (dribble pickup) at the same time as the basket-side foot is used to hop into
a quick stop. No shot is taken, but a shot fake is made as a balance check.
104 Basketball Skills & Drills
The same drill of five shots in five spots can be done with the use of the balance hand
added. The essential four steps of field-goal progression should be performed each time
that a player steps on the floor to practice. Every time a player picks up a basketball,
it’s an opportunity to relearn shooting (the essential slams, form shots, Hays footwork
drill, and soft touch).
Players should always use soft touch shooting to apply mental practice and use verbal
prompts (focus, feel [during shot], feedback [after shot, yes or net on makes; shot
location on misses]).
• The receiver must always get open and call the passer’s name.
• Passers make a quick, on-target pass at the right time to a teammate for a good
shot and go quickly to another location near the edge of their shooting range,
ready to move only when a teammate has scored and has possession of the ball.
Options
• Groove: each player gets open and shoots for 30 seconds while a teammate
rebounds; players take turns shooting and rebounding, changing roles every
30 seconds.
• The shooter makes five baskets and switches positions with a teammate.
• The 10-scores game to 10 made baskets (or 5) involves players moving with shots
from a pass and from a dribble.
• The coach designates the type of pass (push, overhead, air, bounce) and type of
shot (regular or shot fake and shot). This drill is excellent for practicing passes
with the nonpreferred hand (passers can use only this pass to increase repetitions
with the nonpreferred hand).
• Pressuring the shooter involves the rebounder passing and
making a poor defensive closeout while applying some type of
false pressure (go by, shout, hand in face, contact) after the
pass to the shooter. The defender cannot block or alter the
shot or foul the shooter. At least once a week, use the varia-
R tion of having defenders pressure shooters with hands up to
help shooters develop the greater arc needed for shooting
3
over defenders.
distance possible with a layup scoring move. After each row of three shots is made, the
player earns the right to shoot free throws. The percentage goal must be met on free
throws (four out of five for college players; three out of four for high school; two out of
three for junior high) or the player repeats the move and free throws.
Advanced Options
• Shoot from a spot with a selected move until two shots in a row are missed.
• Consecutive swish—shoot from a spot with a selected move until a swish shot (the
ball hits the net only) is made two shots in a row.
• Forty-point scoring—start three different scoring moves from five different spots
along the three-point line: on the baseline on both sides, the wing on both sides,
and the top of the key. The first shot is a three-pointer from a spin pass. If the
player makes it—3 points. The second shot is a quick one-dribble pull-up jump shot
worth 2 points. The third shot is a drive after a shot fake and a power layup at
the basket—2 points. Players finish with five free throws—1 point each. A perfect
score is 40 points; 7 points per five spots and 5 points per five free throws.
• Three-point contest—shoot five three-point shots from the same five spots as the
40-point scoring drill. Players get 1 point for every shot made, except for the fifth
shot (2 points). A perfect score is 30 points.
Purpose: To teach players to self-assess the mechanics of the shooting hand and the
balance hand while increasing shot range.
Equipment: Ball, basket, and teammate or coach to rebound and provide feedback.
Procedure: Player shoots along a straight line directly in front of the basket moving toward
the free-throw line and the half-court line. Start in close at about 6 feet (1.8 meters) in
front of the basket and in the free-throw lane. Place the ball on the whole shooting hand
(held horizontally facing up). Using only the shooting hand, rotate and move the ball to
the shooting pocket (lock the wrist in and bend the wrist back—place the ball on the
shooting tray or form an L). With the bookend hand directly to the side of the ball (but
not touching), shoot a high arching shot and hold the follow-through for one full count.
Continue moving away from the basket while using correct form. Players can find their
effective range (over 50 percent) quickly.
This drill is also a good check of vertical plane alignment of the shooting hand, elbow,
and shoulder (keep the ball straight) as well as using the legs for power. Keep the shot
the same with the arms; get lower for power. The partner can help the shooter check
position and mechanics. The balance hand should finish high. As the shooting elbow is
locked and the wrist is flexed for follow-through, the fingers of the balance hand should
be vertical at the lead of the shooting wrist. The pedestal-pocket shot with both hands
can also be used, often at much closer distances.
(.9, 1.8, 2.7, and 4.6 meters) from the basket. View the shooter from the side and
from behind.
Options
• Footwork and handwork—players move right and left carrying the ball in the shoot-
ing pocket, use a quick stop to shoot, and then dribble right and left to shoot.
• Balance—check head and foot position before and after the shot; head straight or
toward the basket (not left, right, or away).
• Shooting hand and balance hand—check shooting hand at start (elbow in and L,
wrist L) and finish (60-degree release, hold follow-through firm but relaxed). Check
balance hand at start (side of the ball, vertical or right angle to the backboard and
the floor) and finish (pull slightly off the ball, the elbow stays flexed, the shooting
hand above the balance hand, fully extended, or the fingertips of the balance hand
at the level of the shooting wrist).
• Swish game (plus three, minus two)—count a swish shot as 1 point, a make that
hits the rim is 0, and a miss is –1. A score of +3 wins the game and a score of –2
loses; the winning and losing scores can be modified according to skill level.
• Do a consecutive swish—players shoot until they fail to swish two shots in a row,
keeping track of row swishes.
• Shoot until two or three are missed in a row—record the number of field goals
made.
Free-Throw Progression
Purpose: To provide players with a daily drill designed to reteach and review free-throw
shooting fundamentals during each practice period.
Equipment: Ball, court area, and basket.
Procedure: The free-throw progression drill is always the same and consists of the
following parts, each with a learning reminder:
1. Five slams—as players pick up a ball, they grab the ball and slap or slam the ball
hard with both hands simultaneously on the sides of the ball.
Learning Reminder
–– Shoot the ball with the whole hand—spread the fingers and form a V with the
thumb and first finger. Feel it.
2. Five form shots on any spot without a shooting target. Put the shooting foot per-
pendicular to any line on the court (e.g., the sideline) and at any spot, and shoot
five free throws using perfect technique. Hold the follow-through until the ball hits
the floor.
Learning Reminders
–– Find the shot.
–– Get a ritual.
–– Bounce at the bottom.
Shooting 109
Learning Reminders
–– Apply the four physical technique essentials.
–– Add mental edge technique (focus, feel, feedback).
4. Go to the regular free-throw line and shoot free throws with perfect technique.
Use all of the correct physical and mental techniques to groove the free throw;
use these techniques in competitive situations.
Learning Reminders
–– Use all physical techniques.
–– Use all mental techniques.
Foul-Shot Golf
Purpose: To teach players to shoot free throws with competition against self or
others.
Equipment: Ball and basket.
Procedure: Start at the foul line and play 18 holes. A birdie (1 point) is earned for
each swish. On a made shot (0 points), par is made. If the foul shot is missed, a bogie
(–1 point) is earned.
Players get three shots at a time, or a round of three holes, until all players have taken
a round. The game is over after six rounds. The player with the highest score wins.
Knockout Shooting
the drill terminates each time the player quick stops and executes PPF rear turns to
face the basket. At that time, the player goes to the free-throw line. The drill continues
again after a free throw is either made or missed. A lot of footwork with the ball can be
practiced in a short time. Up to four players can do the drill at once on each basket.
Purpose: To teach players to use automatic verbal prompts, shooting rituals, and self-
evaluation to build shooting confidence.
Equipment: Ball and basket.
Procedure
1. Mental practice shooting—carry out at least 25 perfect shots daily in a quiet,
focused place.
–– Field goals.
–– Verbal prompts—focus (the back of the rim target), feel (the shot from suc-
cessful start to finish, from shooting pocket to held follow-through), and
feedback (yes, net, swish, and money on made shots). There are no misses
in the mind to analyze and forget.
–– On backboard shots—focus (high), feel (soft), feedback on make.
–– Visualization—every shot is perfect in the mind; see it, hear it, and feel it.
Players should paint the perfect picture in their minds.
–– Free throws.
–– Verbal prompts—see and say net or swish (or nothing but net) during the
preshot ritual (e.g., bouncing ball, focus, feel, feedback [yes or net] ).
2. Soft touch with mental practice—on each soft touch or close shot, use verbal
mental practice prompts.
–– Rim shots—focus, feel, feedback (yes or net).
–– Backboard shots—focus high, soft, feedback.
3. Mental practice personal record test—chart status and progress weekly. From a
12- to 15-foot (3.7- to 4.6-meter) distance, shoot as many shots as possible in
5 minutes to attain the greatest number of consecutive makes in that time.
–– Rim shots—move from the baseline around the court to the opposite side
of the free-throw lane on the baseline. Keep track of consecutive makes in
5-minute periods in two situations.
–– Use a two-handed underhand toss to the 12-foot (3.7-meter) spot; catch
facing away from basket. Using the PPF, face and focus, shoot (feel), and use
feedback while repeating. Time and record for 5 minutes (personal record
for doing catch-and-face).
–– Use a two-handed underhand toss to the shooting spot while catching and
landing facing the basket, and then use verbal prompts (focus, feel, feedback)
while shooting. Record the number of consecutive makes in 5 minutes (per-
sonal record for facing the basket).
–– Backboard shots.
–– From the 12- to 15-foot (3.7- to 4.6-meter) distance on the 45-degree angle
with the backboard, players should go from side to side (two spots) while
112 Basketball Skills & Drills
shooting backboard shots from two situations: catch and face, followed by
face and shoot. Use verbal prompts on each backboard shot; focus high, soft
(feel), yes or net (feedback). Record the number of consecutive makes in a
5-minute period.
–– Catch and face (personal record for the backboard)—land facing away from the
basket, turn and face, and shoot (personal record for facing the backboard).
Record the 5-minute personal record.
–– Land facing the basket and shoot (personal record for 5-minute periods).
chapter 5
Outside
Offensive Moves
Playing the Perimeter
“Drive and dish (penetrate and pitch), pass and catch, and create scoring chances
for teammates should be the definition of a point guard.”
Jerry V. Krause
114 Basketball Skills & Drills
A ny discussion of individual offensive moves should begin with the reminder that
basketball is first and foremost a team sport. Although every game situation
provides opportunities for individuals to use offensive moves, the player with the
ball must coordinate offensive moves closely with four other players. Coaches need
to place limitations on individual offensive moves to ensure that players use their
strengths.
Outside moves are offensive moves around the perimeter of the court while players
are facing the basket. The four types of individual outside moves are the following:
• live-ball moves (when the offensive player with the ball still has a dribble
available),
• dribbling moves (when the offensive player is in the process of dribbling),
• dead-ball moves (made at the completion of the dribble, when a player has
used the dribble and stopped, in possession of the ball), and
• completion shots (shots taken after a dribble).
Proficiency in live-ball moves should be coupled with the development of quick,
controlled dribble moves that are used with a purpose. All live-ball moves and dribble
moves should result in a pass, a dead-ball move, or a completion shot. This chapter
describes live-ball and dead-ball moves. Dribble moves and completion shots are
described in chapter 3, Ballhandling, and chapter 4, Shooting.
a b Turn Step
foot foot
Figure 5.2 Catch and face—protect the ball: (a) catch facing away from the basket; (b) pivot
(turn) to face the basket using the PPF; (c) don’t dangle the ball.
116 Basketball Skills & Drills
move (using the dribble drive past a defender) should be made with a quick first
step, long and low, past the defender in a straight line toward the basket. A catchy
phrase for players to remember during dribble drives by the defender on a live-ball
move is shoulder to knees, feel the breeze. It is important to get the head and shoulders
by the defender’s trunk. Then, on contact, it is a foul on the defender. This technique
is called winning the battle of the first step.
The attack-the-front-foot or hand rule is applied when the defender is in a staggered
stance (see figure 5.3). The most vulnerable part of the defender is the front-foot
a b
Figure 5.3 Direct drive: (a) attack front foot, (b) side view, defender in staggered stance (left foot forward), (c) defender
must pivot to cut off move, then player has hip contact with defender (win the war) on second step.
Outside Offensive Moves: Playing the Perimeter 117
or the front-hand side because the defender must pivot before angling back to cut
off the dribble penetration of the offensive player. So the offensive player should be
aware of the defender’s front foot and hand and use a live-ball move to that side of
the body whenever possible. The dribble drive war is won when inside hip contact is
made with the defender to prevent recovery on the drive.
The player should attack the basket on the dribble drive by accelerating to the
basket under control. Now or never means that the live-ball move is best made imme-
diately after the player receives a pass, before the defense can adjust, and while
the defense is moving (drive against momentum or in the opposite direction of the
defender). If in doubt whether the dribble drive is open, the driver should pass the
ball (pass first, dribble last).
The primary objective of any live-ball move in the power zone is to score a layup
with one dribble (more than two dribbles are seldom needed). Players should read
the defense to anticipate chances to use a controlled dribble drive as a reaction to a
defensive adjustment. Learning to get by the defender and control the dribble drive
well enough to permit a last-second pass to an open teammate or a pull-up for a shot,
helps players challenge the defense even more. Penetrate and pitch is an excellent
perimeter move needed by all perimeter players. Players using the dribble drive are
looking for the options of the layup, the pass when a help defender appears (using
a quick stop first), or a pull-up jump shot or completion move if another defender
is waiting at the basket.
The breakdown count consists of the explosion step with the dominant stepping
foot (down) and the player pushing the ball ahead to the floor on the dribble drive
(figure 5.3). Playing rules require the ball to be out of the hand before the pivot
foot is lifted (American rules). For international play (FIBA rules), the ball must hit
the floor on the first dribble before the foot is lifted, which requires a longer and
lower first step.
Hesitation or Step-Step Move. This is a secondary dominant-side move that is
executed by establishing the triple-threat position and making a short jab step at
the defender and basket with the dominant foot. If the defender doesn’t react to
the jab step, a second long and low explosion step, as a direct-drive step, can be
made past the defender. The breakdown count consists of a jab step with a short
pause (slightly forward and down), a long and low explosion step (go move), and a
dribble drive initiated by pushing the ball ahead to the floor as hip contact is made
(figure 5.4).
a b
Figure 5.4 Hesitation or step-step move: (a) short first step, (b) long and low second step past the defender, and
(c) near hip contact with the defender.
Outside Offensive Moves: Playing the Perimeter 119
Rocker Step. Another dominant- or preferred-side move is the rocker step: a direct-
drive jab fake and return to triple-threat position, followed by a direct-drive move.
The sequence is to establish triple-threat position, make a direct-drive short jab step,
and then return to triple-threat position where a shot fake may be used to lure the
defender forward. When the defender moves toward the offensive player in reaction
to the return to the triple-threat position, the offensive player should then make a
direct-drive move. The rule is to drive against a defender’s momentum. The breakdown
count consists of a jab step (down), a move rocking back to triple-threat position
(up), a long and low explosion step against the defender’s momentum (down), and
a dribble drive (go) started by pushing the ball ahead to the floor (figure 5.5).
b Rocker c
Figure 5.5 Rocker step: (a) jab fake (down), (b) return to triple-threat position with shot fake (up), and (c) take a long
and low first step past the defender reacting to the shot fake (down).
120 Basketball Skills & Drills
Crossover Drive. The basic countermove to the opposite side, when the defender
overplays the dominant side, consists of establishing the triple-threat position and
then crossing the dominant foot over to the other side of and past the defender
while keeping the ball close to the body and swinging it across (circle tight) at the
same time. The ball then is taken from the nonpreferred triple-threat position and is
pushed ahead to the floor with the player’s nonpreferred hand to begin the crossover
dribble drive. The dominant foot is pointed toward the basket. Players should keep
the pivot foot stationary while the crossover step is made with the same stepping
foot. The breakdown count consists of triple-threat position, swinging the dominant
foot over to the other side (long step) as the ball is snapped over from pit to pit
while placing the nonpreferred hand behind the ball (circle tight), and pushing the
ball ahead to the floor on the dribble drive (figure 5.6). The ball should be moved
across the body (pit to pit) high in the chest area. Some coaches prefer the high
sweep and low sweep, but this is too slow and takes the ball too far from shooting
or driving position. Some coaches also teach a jab step to the preferred side to set
up the crossover, but this move is slower and tends to make the reaction crossover
move lateral rather than toward the basket.
The direct-drive and crossover moves are the basic live-ball moves that are suf-
ficient for most players to combat most defenders. Beginners can usually depend
on one basic go-to move (direct drive) and one countermove (crossover), with the
secondary moves being the rocker and hesitation to the preferred side (the side most
players are more comfortable using).
a b c
Figure 5.6 Crossover drive for the left-hander: (a) triple-threat position (jab), (b) bring the ball to the nonpreferred side
(circle tight), and (c) move with a long and low stepping foot past the defender (the left foot).
Direct Drive With the Direction Foot. This move, used to dribble drive past a
defender, consists of making the explosion step with the foot on the side the player
is driving. The sequence is for players to make a quick stop facing the basket and,
when driving right, to use the left foot for a pivot foot and take an explosion step
past the defender with the right foot. Also, when driving left, players should step
with the left foot, using the right foot as the pivot foot. The ball is pushed ahead on
the floor on the dribble drive. The breakdown count consists of taking a long and
low explosion step, with the foot on the same side as the dribble drive (right foot to
the right side, left foot to the left side), and pushing the ball ahead to the floor to
start the dribble drive. The ball must be out of the hand before the pivot foot leaves
the floor. The disadvantage of this move is that hip contact on the defender occurs
on the second step.
Direct Drive With the Opposite Foot. This move is used to drive past a defender
on either side by using the opposite foot to step across and shield the ball as a long
and low direct drive is made. The opposite-foot drive is executed by making a quick
stop facing the basket and, when driving right, stepping past the defender with a left-
foot explosion step and pushing the ball ahead on the dribble drive. The breakdown
count consists of taking an explosion step past the defender, with the foot opposite
the side of the dribble drive, and pushing the ball ahead on the floor for the dribble
drive (figure 5.7). This move has the advantage of getting the head and shoulders
by and making hip contact on the defender during the first step.
a b
Figure 5.7 Live-ball move for either pivot foot—direct-drive move with the opposite foot: (a) to
the right with the left foot, (b) to the left with the right foot.
Crossover Drive. Players can also learn a countermove using either foot as the
pivot foot (fake right, cross over left with the left pivot foot; or fake left, cross over
right with the right pivot foot). This is carried out by making a quick stop facing the
basket, making a jab step and crossover with the same foot to the opposite side
(swinging the ball across and close to the body), and finally pushing the ball ahead
122 Basketball Skills & Drills
to the floor and starting a dribble drive. The breakdown count consists of a jab step,
a crossover step with the same foot while bringing the ball across the body, and a
dribble drive started by pushing the ball ahead to the floor (figure 5.8).
a b
Jab
Figure 5.8 Either pivot foot for a live-ball move—crossover drive: (a) crossing over from right to left (jab right),
(b) crossover drive left past the defender.
Step-Through Move Into One-Foot Layup (Advanced). The advanced move past
either side of the defender to shoot a layup after a quick stop (with or without a
shot fake) is another attacking option. Players should make a quick stop facing
the basket, followed by a shot fake to get the defender out of quick stance unless
the defender is already overcommitted. When going to the right, take a step past
the defender with the left foot (or with the right foot when going left) and shoot a
right- or left-handed running layup or a post shot. The breakdown count consists
of a shot fake, a step past the defender with the opposite foot, and a layup shot
(one-foot or power).
Crossover Step-Through Move (Advanced). This advanced countermove, used
to step past a defender by faking one way and going the opposite way for a layup
or a post shot, is done by making a quick stop facing the basket, taking a jab step
with either foot, a crossover step, and a move past the defender with the opposite
foot to attempt a layup or a post shot. The breakdown count consists of jab step,
crossover move, and layup or post shot (figure 5.9).
Step-Through Move Into Power Shot or Layup (Advanced). Even though the
step-through and jab-step moves can be legally used to get layups, they are some-
times called traveling by officials. To prevent this call, players can use a step-through
completion move and finish the move with a two-foot power shot so that the pivot
(turning) foot leaves the floor at the same time as the stepping foot, as shown for a
right-handed player in figure 5.10. Coaches should take every opportunity to educate
and inform officials about this move before their players use it.
Spinner (Advanced). A pivoting rear turn and layup or post shot is most effec-
tive from a dead-ball quick stop at right angles to the baseline when the player is
stopped by a defender in the direct path. Coaches can teach this advanced move
by having a player make a quick stop facing the opposite sideline at the free-throw
lane while chinning the ball, make a rear turn on the pivot or turning foot closest
to the basket, and shoot a layup (one-handed or power layup) or a post shot. The
breakdown count consists of a using a quick stop, making a rear turn, stepping past
the defender to the basket with the opposite foot, and shooting the layup or post
shot (figure 5.11 on page 126).
3
X3
2
X2
b
c d
Figure 5.9 Crossover step-through move: (a) quick stop, (b) jab step toward the defender with
the left foot, (c) crossover move (right pivot foot), and (d) layup or post shot.
124
Jab
a b
c d
Figure 5.10 Crossover step-through move to a power shot: (a) quick stop, (b) jab step,
(c) crossover move with the right pivot foot, and (d) power shot or jump hook from two feet.
125
126 Basketball Skills & Drills
Turning
Pivot
foot foot
X
Stepping
Stepping foot
foot
Rear turn
and post
shot or
pass
Troubleshooting
Problem: Poor execution when learning. Problem: Challenges with perimeter moves when
Correction: Demonstrate again and slow down to defenders are present.
get proper execution first. Correction: Develop sequential progressive prac-
tices—players should use slow but correct
Problem: Trouble executing moves with the non moves first, get a rhythm, gradually increase
preferred side. speed until mistakes are made (acknowledge,
Correction: Practice two or three times more often understand, learn from), and execute game
with these moves. moves at game speed. Coaches can add dummy
Problem: Traveling violations on perimeter moves. defender for all situations and, finally, add live
Correction: Reteach the rules of movement and defender(s) with all variations.
footwork as boundaries of performance.
Perimeter Drills
These drills should be adapted to a coach’s style of play and to situations encoun-
tered by perimeter players in that style of play. As always, they should be sequential
and progressive.
Guidelines for Perimeter Drills
1. When working alone, use an underhand spin self-pass before moves, always
face the basket in triple-threat position with a live ball.
2. Respect the three-point arc. Keep the feet behind the arc or penetrate for a
pull-up shot or finish at the basket.
Outside Offensive Moves: Playing the Perimeter 127
3. On all layups, go for net or swish shots; mix up power and one-foot layup
completions.
4. Precede all drives by a shot fake.
5. Tighten your game; increase balance and quickness for game moves at game
speed.
Coaching Points
• Use imagination to simulate game moves.
• Do things right, and then do them quickly at game speed.
• Become a detail player.
Purpose: To teach players live-ball and dead-ball moves and to review dribble moves.
Equipment: One ball per line of players, full court.
Procedure: Form four lines of players on the baseline. No defenders are placed on
the court. Each circuit should eventually include a beginning live-ball move, a dribble
move in the middle of the court, and a dead-ball or completion move at the far basket
(figure 5.12).
There are two other line drill options. Put the first player in each line at the free-throw
line extended, with the next player in triple-threat position with a ball. The ballhandler
passes to the opposite player at the free-throw line and closes out to play defense. The
catcher makes a 1-on-1 move past the defender; use dummy closeout first (overplay
left, then overplay right). Live closeout is the next progression. The penetrator passes
by the defender to the opposite player and then becomes the closeout defender.
128 Basketball Skills & Drills
E3888/Krause/fig.05.13/281473/pulled-alw/r2
The second option is for the first player in line to use a live-ball move, quick stop at
the free-throw line, and catch and face (using a rear turn). Then that player makes a
crisp, one-handed push pass to the next player in the line. Finally, the passer becomes
a closeout defender to the catcher, who makes a live-ball move around the defender.
Repeat the action.
Options
• Catch and shoot—spin pass to self and take a quick but unhurried, balanced
shot.
• Catch and quick drive—spin pass to self, V-cut away, catch and face from pass to
self, dribble drive, and finish.
• Catch and one dribble pull-up jump shot.
Outside Offensive Moves: Playing the Perimeter 129
• Catch, shot fake, and one dribble pull-up jump shot—quick, short shot fake (1 inch
[2.5 centimeters]) with quick stance (the legs locked and the heels down).
• Catch, pass fake, and shoot—only move the arms and the head on the pass fake.
Keep the pass fake short and quick—stay balanced.
• Catch, pass fake, drive, and shoot (may designate a completion move).
• Catch, jab step, and shoot—create space for the shot—stay balanced and use a
short jab step.
• Catch, jab step (hesitation or rocker), drive, and shoot.
• Catch, one dribble, change direction, and shoot—attack the basket on initial dribble,
change direction (crossover, spin, behind the back) to continue penetration and
finish.
• Spend extra repetitions with moves to the nonpreferred side.
Players may rotate to the back of the opposite line each time. Play X2
make-it-take-it or any arrangement of their choice. The drill may X1 X2
also be run as a 2-on-2 option (figure 5.13) that then becomes
a teamwork competition with on-the-ball and off-the-ball play. The
passer guards the ballhandler on the first pass. Figure 5.13 2-on-2 closeout.
E3888/Krause/fig.05.14/281474/pulled-alw/r2
1-on-1 Drill
• Make-it-take-it.
• Play games to five baskets.
• Use a 5-second limit to make a move or limit to two dribbles.
Purpose: To practice live-ball moves and passing to a teammate for a score at the
completion of a dribble drive.
Equipment: Two players, ball, and basket (can have three pairs per basket).
Procedure: Partners start 20 to 25 feet (6 to 7.6 meters) from the basket, spaced 15
to 18 feet (4.6 to 5.5 meters) apart; point-wing or guard-forward and forward-forward
combinations (figure 5.14).
The ballhandler starts with a live-ball move into a dribble drive.
The potential catcher partner times a cut to be open when the
1 2 passer is ready to pass and with proper spacing. The guard-
forward partners use the cutting options of sliding away (drift) or
filling behind (crack back) into the driving path. The cutter looks for
or or completion shots to the basket or outside shots—medium range
or three-pointers. The penetrator or passer passes (pitches) to
6 4 the partner or fakes the pass and shoots the shot. The forward-
forward partners are on opposite sides of the floor. The penetra-
5 3 tor drives the baseline and passes along the baseline and, using
the baseline hand, executes a push pass to the partner catcher,
who slides (drift or baseline release) to an open position toward
the baseline on the opposite side of the floor (baseline release).
Except for the baseline release pass, which is a bounce pass, all
Figure 5.14 Penetrate and pitch drill. other perimeter passes are air passes.
E3888/Krause/fig.05.15/281475/alw/r4
Outside Offensive Moves: Playing the Perimeter 131
See chapter 4 for the descriptions of a variety of shooting drills after individual outside
moves. An example is using one, two, or three passes. Make six field goals on one pass,
six field goals on two passes, and six field goals on three passes.
Timed Layups
Procedure
V layups: Start drill on the right elbow at the free-throw line in triple-threat position,
dribble drive to the basket, and shoot a layup; use two hands to grab the ball out of the
net and do a right-handed dribble past the free-throw line to the left elbow and a left-
handed dribble continuous for the left-handed layup, two-handed grab and left-handed
dribble past the free-throw line to the right elbow. Repeat as many times as possible for
30 or 60 seconds. Count the number of made layups for the personal record.
Reverse-V layups: Same drill, but cross the rim to shoot a layup on the other side of
the basket with the appropriate dribbling hand. For example, start at the right elbow;
use a left-handed dribble to cross in front of the basket, and shoot a left-handed layup.
Then use a right-handed dribble past the free-throw line to the left elbow and reverse
back to the other side. Time for 30 or 60 seconds; record the layups made as a per-
sonal record. This drill is a good way to finish a perimeter workout.
Perimeter Game
Purpose: For players to practice all of the perimeter moves with the ball in a competi-
tion against themselves and their own personal record.
Equipment: Ball and half court, two or three players per basket.
Procedure: This drill can be done from three spots (wing, top of key, wing) or five spots
(add both baseline corners). Rules: All layups must be clean (swish) to be worth 2 points.
Mix power layups and one-foot layups. On swish set or jump shots, the player gets a
bonus point. Call out the score on every shot attempt, made or missed. Put back all
misses, even though they don’t count. Use free-throw swish rules (swish or net = +1,
make but hit rim = 0, miss = –1). The moves are the following:
Coaching Points
• On power layups, point all toes to the baseline.
• Properly and quickly execute the fundamentals of the game for the welfare of the
team.
• Be a practice player first.
• Game moves at game speed—practice and play with the intensity and poise of a
championship team player.
chapter 6
Inside
Offensive Moves
Playing the Post
“Get the ball inside first—take the ball inside or to the baseline.
Place pressure on the defense to foul. Post play is a key to success.”
Dean Smith, North Carolina, Naismith Hall of Fame Coach
134 Basketball Skills & Drills
Assume the Miss. Since inside players are stationed close to the basket, they can
Critical Cue:
be primary rebounders. Because the shooter can best gauge the exact location and Assume a miss on
timing of the shot, a post player using an inside move always assumes that the shot every shot.
will be missed and prepares to rebound from a quick stance with the elbows out
and the arms and hands extended above the shoulders (i.e., 2-and-2 rebounding
with the hands up). An inside player can also block out a defensive opponent, when
possible, or at least make a rebounding move to the middle of the lane for a primary
rebounding spot.
Everyone Is a Post. All players are post players. Although some of the best inside
players have been medium and large people, technique is more important than size.
A more critical factor is relative size—each player should be able to post up a defender
of similar size or smaller and to develop basic post moves. Cliff Hagan was a 6-foot,
4-inch (193 centimeters) center at Kentucky who was inducted into the Naismith
Basketball Hall of Fame as a player. In addition, many undersized post players like
the physical play in the post area.
Create Contact. The inside area, which is frequently congested, offers considerable
physical contact. Inside offensive players should create contact (post up on defend- Critical Cue:
ers to make open space for passes) and use their bodies to control defenders. Play- Get low and wide,
ers must learn to initiate contact with the hips and upper thighs while maintaining create contact when
balance and stance. Stay low with a wide base, and keep the feet active in a quick on offense in the
post area.
stance. Generally, defensive players are allowed to take one defensive position and
then post players create contact to keep them there.
Hands Up. Passing to inside players is difficult and challenging, and the margin
for error is small because of congestion and time constraints. Thus, inside players
always should be prepared to receive a quick pass from a teammate by using the
post stance: having both hands up as contact is created (figure 6.2 on page 136). Sit
into the stance, create contact with the defender, use the legs and the lower trunk,
and then give two-handed targets for the passer with both hands up (the upper arms
horizontal with the shoulder, the forearms nearly vertical, and the hands slightly
forward of the elbows so you can see the backs of the hands).
Patience. Many large post players are late developers and may have poor self-image
as a result of their size and relative lack of coordination. The prescription is coach-
ing time, patience, and regular practice (repetition, repetition, repetition). George
Mikan, NBA player of the first 50 years, spent hundreds of hours with his coach,
Ray Meyer, during his college years at DePaul University. His workouts focused on
footwork, ballhandling (passing and catching), shooting, and coordination drills.
Post Skills
Coaches should get players into a post-player stance. The inside or post player must
develop the ability to assume an exaggerated basic position, with a wider than normal
base, a low center of gravity, the elbows out, the forearms vertical, the upper arms
parallel to the floor as extensions of the shoulders, and the hands up and slightly
forward with the fingers spread and pointing to the ceiling (figure 6.2). Post players
should provide a two-handed target for passers. The hands are kept up and ready.
136 Basketball Skills & Drills
a b
Figure 6.2 Post player’s basic stance: (a) front view, (b) side view.
X Never
The post line is shown in figure 6.3. The inside player should
below attempt to get open inside or just outside the free-throw lane,
X
X
the on or near the post line. Establishing position on the post line
block shortens the distance the pass travels from the post feeder.
Ideally, the post player should be posted up with the shoulders
square (at right angles) to the post line, “showing numbers”
to the passer (i.e., the passer should be able to read the jersey
number when passing to the post player). Keep the passing
lane open by showing numbers to the passer and moving the
feet (active feet or footfire) while creating lower-body contact
on the defender. Use the posterior as radar bumpers. This rule
Figure 6.3 The post line.
applies in all situations except when defenders are fronting
E3888/Krause/fig.06.03/281481/alw/r2 (playing between the passer and the post player).
The post line should be used whenever possible to shorten the passing lane except
when the passer is in the corner; then the lowest foot of the post player should be
on or above the block in order to have space for a baseline scoring move. Low post
players sometimes start on one side of the post line to force defenders to defend
them on one side or the other.
using a rear turn to seal the defender (place the turning foot
between the defender’s legs), or stepping across the near leg of
the defender (sit on the defender’s leg or fight the front foot)
as contact is created. See figure 6.4. The offensive post player
uses proper footwork to post up and then maintains contact
and takes the post defender further in their set direction (i.e.,
defender high—move her higher; defender low—move her lower; V-cut
defender behind—move her toward the basket; and defenders X
in front—move them away from the basket). Rear
turn
X
Getting open at the right time and staying open are primary Step across
seal
tasks of the inside player. Because post play is a constant front foot
of defender
1‑on‑1 battle, players must learn to create contact and stay
open. Once the defender has taken a position, inside players
Figure 6.4 Getting open in the post.
E3888/Krause/fig.06.04/281482/pulled-alw/r1
should make contact to keep the defender in place. They
should keep their feet active and use the whole body to work
in a half-circle move (figure 6.5). The hips and buttocks (the
Post
lower trunk) are used to sit on the defender’s legs or body and line
to maintain contact.
Figure 6.6 Lob pass over the defender: (a) both hands up—contact with the rear end and hip,
(b) use a check pass (pull the string) to test the help-side defender’s reaction, (c) two-handed
capture and chin catch with a power move.
138
Inside Offensive Moves: Playing the Post 139
and keeping both hands up (the palms facing the passer), faces
the baseline and establishes contact with the defender using
the hips and buttocks (radar bumpers). The post player waits
until the ball is overhead before releasing to catch the ball with
two hands, the palms facing the ball. Care must be taken to
maintain contact with the lower body and not push off with
the arms (especially the forearm). The second technique is to
use ball reversal to the high post or help side. If a defender
is fronting on one side of the court, the ball may be reversed
(second side) as the defender is sealed off and the post player X5
steps to the ball (figure 6.7). 5
Taking Out the Defender Figure 6.7 Post play: reverse the ball
E3888/Krause/fig.06.07/281487/pulled-alw/r1
(second side), pin and seal the post defender
(use radar bumpers).
Inside players must learn to take the defender out of the play
automatically. If post players are defended on the low side,
they should take defenders lower (if defended on the high side, take them higher);
if fronted, they should make lower-body contact while facing the baseline and take
defenders away from the basket. If played behind, they should step into the lane Critical Cue:
Catch with two hands
before posting up with a V-cut or a rear turn. The idea is to allow defenders to take and chinit in the post.
a position of choice and then take them further in that direction and pin or seal
them in that position by creating contact with the legs or the lower trunk (use radar
bumpers) in a post stance.
when the post player attacks and must be guarded by two defenders, which can
be achieved best by mastering a few basic, well-executed post moves to score
simply.
Post Shot
This move to the middle and into the free-throw lane is a basic tool for the post player
and an essential scoring weapon. The move is normally made without dribbling; the
footwork and the mechanics of the post shot and the jump hook shot are explained
in chapter 4. One advantage of the post shot is that it is a quick move to the middle
of the defense and into the high scoring area (free-throw lane). Alternatives are the
power move and the jump hook, which are slower and require a dribble.
Power Move
The power move usually is used to the baseline side when the defender is on the
Critical Cue:
Power move—pivot, high side (away from the baseline). It may also be used toward the middle when the
seal with a half rear defender is on the baseline side. The sequence for the baseline power move is to pivot
turn, power jump from with a half rear turn on the foot closest to the defender and seal off the defensive
two feet (bounce and player with the hips and buttocks. Then the post player takes a one or two-handed
hop), and power layup
or jump hook (from power crab dribble between the legs (near the foot closest to the basket), makes a
two feet). two-footed power jump moving to the basket at the same time, and executes a quick
stop with the feet at right angles to the baseline (belly baseline). This dribble some-
times can be eliminated when the post player is in the lane and close to the basket.
Finally, the power shot or jump hook shot is used to protect the ball with the body
and to score with the shooting hand away from the defense; the backboard is used
whenever possible (figure 6.8). This move is fully described in chapter 4 as a strong
move from two feet to two feet.
The power move to the middle (figure 6.9) is executed the same way: catch the ball
and chinit (the defender on the baseline side), pivot on the baseline foot and use a
rear-turn seal, power crab dribble between the legs near the lead foot as a two-footed
power jump to the basket and into the free-throw lane is made, and finish with a
two-footed power layup or jump hook (may need a shot fake). The most common
error is to dribble or drop the ball outside the base as the rear turn or drop step is
made—this exposes the ball to defenders in the congested post area. Make the two-
handed bounce between the legs and near the front leg as a two-footed hop move
is made toward the basket.
Jump Hook
Critical Cue: The jump hook is a two-footed shot, with the hand away from the defender, that
If you catch the ball in is taken in close to the basket. The technique is to chin the ball and move it to the
shooting range, make shoulder away from the defender. Then use a power jump (two feet) and use the
a quarter turn and
use the jump hook. arm bar to keep the defender from the shot as the ball is taken up over the head and
Point the nonshooting above the defender. The nonshooting shoulder points at the basket. The jump hook
shoulder at the basket. can be used with either hand; it is a safe, powerful move that many players prefer to
use in heavy traffic or congestion.
a b
c d
Figure 6.8 Power move to the baseline: (a) catch and chinit, (b) half rear turn and seal, (c)
crab dribble—both hands between the legs (bounce and hop), and (d) power shot (facing the
baseline).
141
a b
c d
Figure 6.9 Power move to the middle: (a) catch and chin the ball, (b) rear-turn seal, (c) two-
handed bounce and hop, and (d) jump hook, facing the sideline.
142
Inside Offensive Moves: Playing the Post 143
a b c
Figure 6.10 The wheel move: (a) the power move to the baseline (cut off by the defender), (b) post move back to the
middle, and (c) take the post shot.
Facing Moves
These basic perimeter moves are used when the defender is playing behind the post
player, especially with a defensive gap. The offensive player pivots with a front turn
or with a rear turn on either foot to face the basket and the defender. The front-turn
options are the jump shot, the jump shot with a shot fake, and the crossover post
shot (figure 6.11). All live-ball moves may be used in this situation. Other post player
options are the rear turn on either pivot foot, followed by a jump shot; the jump shot
with a shot fake; or other live-ball moves. This rear-turn move, first popularized by
Jack Sikma, formerly of the Seattle Supersonics, tends to clear the defender and to
create a gap for the quick jump shot. See figure 6.12.
a b
c d
Figure 6.11 A facing move: (a) pivot on either foot, (b) jump shot fake, (c) crossover, and (d)
post shot.
144
Inside Offensive Moves: Playing the Post 145
X5
Turning
foot
Figure 6.12 Sikma post move: rear turn (right pivot in illustration).
E3888/Krause/fig.06.12/281505/pulled-alw/r1
Troubleshooting
Following are some of the common errors, with the coaching response and corrections.
Problem: Post player not consistently creating Problem: Inconsistent catching of the ball.
contact. Correction: Increase partner passing and catching
Correction: Have players sit into their game, stay with a click (two hands, two eyes), and empha-
in a post stance, and then progressively make size possession over position.
contact on pads or managers, dummy defen-
ders, and then live defenders. Problem: Losing ball (after catch).
Correction: Check capture and chin technique:
Problem: Trouble staying in post stance. the fingers up, the elbows up and out, squeeze
Correction: Have players do more practice with the ball, use turns to shield the ball and escape
the post player line drill, develop added core defenders.
strength, keep in stance for progressively longer
periods. Problem: Not scoring quickly and simply.
Correction: Work harder before the catch for a deep
Problem: Difficulty staying open. post position, sit into a lower stance to main-
Correction: Reteach players how to create contact tain quickness, practice same scoring moves
in all situations, use progressive contact drills, over and over until they’re automatic, read and
and check active feet or footfire to maintain respond quickly, always assume a miss, score on
position. an angle whenever possible.
146 Basketball Skills & Drills
3
X3
2
X2
b
Post Drills
These drills should be developed progressively with no defense, dummy defense in
different positions, managers defending with hand-held air dummies for contact,
and finally with live defense.
Line Drill:
Post Player Starts, Turns, and Stops
Purpose: To teach inside players proper footwork using the fundamental four-line
format.
Equipment: Minimum of a half-court floor area.
Procedure: Four lines of players on the baseline at the sideline, outside the free-throw
lane (both sides), and on opposite sideline. The movement options are begun with a post
stance and a sequence of starts, stops, and turns:
• Post stance into post start (no negative steps)
• Post stance after quick stop at the free-throw line, quick rear turn and return to
the baseline (quick stop into post stance)
• Repeat with front turns
• Full-court option—post stance stops at the free-throw line, the half-line, opposite
free-throw line, and opposite baseline. Use two quick turns at each location and
restart together. Verbalize each move.
Coaching Points
• Post stance and starts
–– Feet wider than shoulders
–– Sit into the game
–– 90-degree elbows, the hands held high
–– Positive step forward
• Stops
–– Quick stop (heel to toe or land lightly)
–– Full-footed stop
148 Basketball Skills & Drills
• Turns
–– Execute front turns with the right and left turning foot
–– Execute rear turns with the right and left turning foot
–– Lift the heel and pivot on the ball of the turning foot
–– Stay low and level (head)
–– Rip the lead elbow on the rear turn; throw a forearm punch on the front
turn
Purpose: To teach and practice basic skills for post players, including post stance,
passing and catching, and chinning the basketball.
Equipment: One basketball and player pairs spaced at least 15 to 18 feet (4.6 to
5.5 meters) apart. One player may be positioned in the post.
Procedure: Both players assume a post stance without the ball and perimeter quick
stance (triple-threat position) with the ball as they pass and catch and then capture
and chin the ball on each pass. The pairs pass and catch repeatedly for 1-minute
segments.
Options
• Regular posting and passing and catching in and out.
• Bad pass variation—catcher must give up position to gain possession of the ball
by doing a two-handed capture and chin of the ball.
• Floor pass, capture, chin, and pass out. The feeder bowls the ball to the side of
the post catcher, who captures, chins, and passes back to the feeder, who bowls
the ball to the other side of the post player. The post player should have to step-
slide to the right and the left to capture with two hands and chin repeatedly and
return the pass to the feeder.
• Back to the feeder or the passer—the post player assumes a post stance, facing
away from the passer. The feeder passes to the post player, calls the player’s
name, and he turns to face the passer and to catch or capture and chin the ball
and then to return pass to the feeder.
• The feeder and the rebounder—the post player assumes the post stance as the
feeder shoots the ball or tosses the ball in the air near the post player, who per-
forms a 2-and-2, pursuit and capture of the imaginary rebound. Coaches should
teach players to pursue the ball, rebound out of their area, and capture and chin
the ball with two hands.
Note: Post players should also do general skill drills, such as those in chapters 3
and 4.
Coaching Points
• Post players get in and stay in a post stance.
• Capture and chin the ball every catch.
• Get possession over position.
• Catch every pass.
• Do everything from two feet with two hands.
• Catch the ball with a click (two eyes and two hands).
Inside Offensive Moves: Playing the Post 149
Coaching Points
• No defender is used for this drill.
• The coach also may pass to the post to check post stance, post line, footwork,
hand target, catching technique, chinning the ball, and post moves.
• Another option is to make three to five consecutive baskets before going to the
next move.
• Assume a miss on all shot attempts and rebound until a shot is made.
Purpose: To provide players with a self-teaching progressive drill for offensive post
moves.
Equipment: Ball, basket, and optional tossback device or method of receiving passes.
Procedure: Post players begin with an underhand spin pass to themselves (or pass and
rebound from a tossback) and make post moves in sequence. Five baskets are made
for each move in the sequence:
• Power move to baseline—left side, low post
• Jump hook move to middle—left side, low post
• Post move—left side, low post
• Wheel move—left side, middle or low post
• Facing move—left side, low post
• Facing move—high post, left elbow
• Same moves—right side
After players make the fifth basket for each move, two consecutive successful free
throws (row five plus two free throws) are required for them to advance to the next
move (or repeat the move again).
150 Basketball Skills & Drills
Options
• Require three to five post move baskets in a row and two or three free throws in
a row for advanced players.
• No defense, position defense, air dummy defense, and live defense progression.
Coaching Points
• First do things right, then go toward game speed.
• Assume that all shots are missed; rebound and score on misses.
Purpose: To teach triangle spacing with six players at one basket (post feeding) and
big spacing by perimeter players at one basket from four perimeter spots, as shown
in figure 6.13a.
Equipment: Ball and basket on the half court with four players at a time (big spacing
drill). Two balls and basket on the other half court with two groups of three (post and
two perimeter players) on each side, as shown in figure 6.13b.
Procedure
Big spacing: Four perimeter players fill the four perimeter spots on the half court as
shown. Players use a regular ball or a weighted ball to swing or reverse the ball around
the perimeter as quickly as possible (reversals can be timed).
a b
Figure 6.13 Big spacing and post feeding drill: (a) big spacing—perimeter, (b) post feeding.
E3888/Krause/fig.06.13a/281506/alw/r2 E3888/Krause/fig.06.13b/281507/alw/r2
Inside Offensive Moves: Playing the Post 151
• Coaches should emphasize rip pivots or turns for players to step across the body
to protect the pass and increase pass power from the legs. Use two-handed air
pass.
• Players should call for every pass (use the passer’s name).
Options: Add four defenders; add basket cuts; add dribble drives.
Post feeding: A post player is positioned on each side of the lane. Two perimeter
players are spaced at least 15 to 18 feet (4.6 to 5.5 meters) apart, to work with the
post player on their side of the floor (six players are working at once). The guard on
top passes to the wing on that side, who catches facing the basket or pivots or turns
to face the basket and calls out rim–post–action (to remind teammates of the priori-
ties with the ball—look for the shot, feed the post, action of pass, or dribble drive). The
perimeter wing then passes back to the guard and uses a back screen from the post
to cut to the basket. The post player then immediately down screens for the perimeter
player and slips or posts up again. On the second catch from the top guard, the wing
player feeds the post.
Purpose: To teach or practice all offensive post moves (for advanced players).
Equipment: Ball, half court, basket.
Procedure: Make all shots in the sequences before going to the next move in this
30‑minute workout. Do this daily at game speed with proper and quick repetitions. Work
from your favorite side of the lane.
• Four baseline power moves
• Four jump hooks to the middle
• Four turnaround jump shots, pivoting on the baseline side, turning the foot
• Four turnaround jump shots with a shot fake
• Free-throw swish (+2/–2)
–– If player loses (–2), do push-ups or sprints
–– If player wins (+2), shoot a string until a miss; when a miss occurs, the swish
keeps the player going
• Four start low, V-cut, and flash to the free-throw line for a jump shot
• Four step out to the short corner for a jump shot on the baseline
152 Basketball Skills & Drills
Purpose: To teach offensive and defensive post play skills, passing to post players, and
movement after the pass for a possible return pass.
Equipment: Ball and basket, groups of four players (minimum).
Procedure: Two offensive and two defensive players work on post play from various loca-
tions around the free-throw lane. All offensive and defensive principles of post play are
applied. Two players are needed as feeders. The first outlet pass or dribble for transition
must be made when defenders obtain possession. Have outside
offensive players make a V-cut move for a possible return pass
when they pass to post players and call the post’s name.
Options
Post line
• Two perimeter players undefended, plus one defensive and
one offensive post player (rotate after each score). See figure
2 1 6.14.
• Two perimeter players and two post players—one offense, one
defense. Start the ball on the perimeter at the top of the key.
The perimeter player dribbles to either wing and the offensive
post player gets open on that side—the post may cut to high
1 X1 post or come outside and screen for a teammate (pick-and-roll
or back pick).
Figure 6.14 2-on-2 feeding the post drill.
E3888/Krause/fig.06.14/281508/pulled-alw/r1 • Make-it-take-it 2-on-2.
Mikan Drill
This drill, named after George Mikan, the first dominant post player in history, can be
used for all players (perimeter and post).
Purpose: To teach players footwork, ballhandling, and layup shooting close to the
basket.
Equipment: Ball and basket per player.
Procedure: Alternating layups, shoot with the left hand on the left side and with the
right hand on the right side. Players should move the feet quickly and be in a position
to shoot as soon as they rebound and chin the ball. Catch and chin the ball with two
hands, try to swish each shot, and follow through each time. Never let the ball hit the
floor—develop and maintain a rhythm. Go at game speed.
Inside Offensive Moves: Playing the Post 153
Options
• One minute or three, four, or five in a row
• Regular Mikans
• Reverse layup Mikans
• Power Mikans—jump under the basket on the shot, catch and chin while jumping
to the other side; repeat the move going from two feet to two feet
• Power Mikans with shot fake (stay in stance—1-inch [2.5-centimeter] fake); keep
the heels down on the shot fake
• Freelance—1-minute consecutive shots or make 10 scores using any move around
the basket
Purpose: To teach post players to get open, catch the ball, make post moves, and pass
from the post position as they read and react to defenders (especially traps). Teach
defensive players to double-team (trap) a post player and rotate to the ball on passes
from the post.
Equipment: Ball, half-court space, and 10 players (5 offense, 5 defense).
Procedure: Position three perimeter players and two post players as shown in
figure 6.15. In figure 6.15a, the defense allows the first pass (always) and the post
player goes 1-on-1 (no traps). In figure 6.15b, a trap is made. After the first pass, all
play is live.
1 1
X1
3 2
X1 3
2
X2 X3 X2 X3
5
X4 X5 4
4 X4 X5 5
aa bb
Figure 6.15 5-on-5 post passing: after each possession, the defensive team has a quick
huddle, decides on a trap, and sprints to defense. In (a), the pass happens with no traps; in (b)
the defense employs a trap. E3888/Krause/fig.06.15b/281510/pulled-alw/r1
E3888/Krause/fig.06.15a/281509/pulled-alw/r1
Purpose: To teach post players to capture and chin the ball and score repeatedly from
two feet through a defender or blocking pad (getting fouled and scoring).
Equipment: Five basketballs, one defender with a blocking pad and basket.
Procedure: Five players, each with a ball, form a half circle around the basket (five spots)
at a 6-foot (1.8-meter) distance from the basket. One defender is in front of the basket,
154 Basketball Skills & Drills
preferably with a blocking pad. One player on offense starts on the baseline, receives
a shovel pass or floor pass (good or bad) from the player with the ball, captures and
chins ball, and, without dribbling, turns and scores through contact with a two-footed
power move. This move is repeated five times (over) and five times returning (back) for
10 consecutive scores through defense. Rotate and repeat.
Purpose: To practice post offense and defense in a 1-on-1 live format. Players play to
two or three baskets or for 1 minute.
Equipment: Three perimeter feeders (point, wing, wing), ball, two post players (one
offense, one defense), and basket.
Procedure: Offensive and defensive post player in the lane with three or four perimeter
players. The ball starts with the defensive post player, who passes it to the perimeter
player of choice; live play begins with 1-on-1 post play in the lane. The ball can be passed
anywhere on the perimeter before being passed to the offensive post player.
Coaching Points
• Offense—post stance on post line, create contact and seal, players point to where
they want the ball on the perimeter, get open and stay open, catch safely, and
score simply.
• Defense—avoid contact unless a position or advantage is offered, keep the ball
from the post.
chapter 7
Individual Defense
I ndividual defense, a great challenge for both coaches and players, involves develop-
ing fundamental skills that depend less on ability than on determination. Defense
can become a consistent part of each player’s game. Both mental and physical chal-
lenges await players developing defensive skills. The effectiveness of this phase of the
game especially depends on what is taught, emphasized, evaluated, and demanded.
Basic individual defensive skills are needed in all defensive systems: player-to-player,
zone, or combination defenses. These essential skills are the following:
• defensive stance and steps;
• on-the-ball, off-the-ball, off-to-on-the-ball, on-to-off-the-ball defense; and
• special situation defense; screens, traps (double-team), and the defensive
charge.
Individual defensive skills need to be blended into a consistent defensive system that
includes the level of coverage (full-court, three-quarter court, half-court), pressure,
lane, sagging style, and assignments (player-to-player, zone, or combination), and
the influence of the dribbler. This chapter discusses individual skills that are geared
to an aggressive style of play, but coaches can adapt them to other situations or to
a specific defensive team philosophy.
Defense is critical to winning, more consistent than offense, and more control-
lable. Hall of Fame coach Ralph Miller stated that losses are rooted in defensive
breakdowns—individual or team defense, defensive rebounding, or turnovers caused
by the opponent’s defense. Defense also generates fast-break offense, easy baskets,
and offensive confidence.
Fundamentals of Defense
Defense is as much mental as physical. Players should be encouraged to be proactive,
rather than reactive. Generally, defenders are at a disadvantage. One way to offset
this edge is to use the rule that action is usually quicker than reaction. Coaches can
emphasize the active elements of defense by the acronym ATTACK.
A—Attitude. The starting point of all defense is the determination to become an
aggressive, intelligent defensive player. Players must develop and maintain
control of their playing attitude, especially on defense. Coaches cannot coach
unless players decide to play hard during each defensive possession. Excellent
defense requires that players give maximum physical effort.
T—Teamwork. The collective effort of five defensive players is greater than five
individual efforts. The synergy of defensive team chemistry can offset the natural
advantage of offensive players; play together to survive and thrive with team
defense.
T—Tools of defense. The four basic physical tools are the mind, the body, the feet,
and the eyes. The hands can be a help or a hindrance. When the other tools
are used first, especially body position, the hands can be a defensive plus.
A—Anticipation. Players must use good basketball sense and judgment (mind)
triggered by vision. See the man and guard the ball—the ball is the only thing
that scores. Players should see the ball at all times and use their eyes to antici-
Individual Defense 157
pate. For example, they should see a careless pass instantly and decide to act
quickly. Quickness is based on physical readiness and mental anticipation.
C—Concentration. Players should be alert and ready to play defense at all times.
They must assess the situation and be able to take away the opponents’ strength.
Players must avoid resting, physically or mentally, when playing defense. Com-
munication is an excellent way to aid concentration.
K—Keep in stance. Defensive players must maintain defensive quick stance at all
times. They should seldom gamble by making moves that take them out of
stance or position, and all players must be constantly ready to take advantage
of opponents’ mistakes. Keeping in stance is the most important physical readi-
ness concept for defenders. Coaches need to remind players constantly to get
in and stay in stance—be ready for the opponent’s best move. Coaches and
Critical Cue:
players can use this concept as a subjective measure of defense. Great defen- Get in and
sive players and teams can stay in a quick stance during the entire defensive stay in stance.
possession.
Essentials of Defense
In addition to being proactive defenders, players must know nine essentials of defense:
transition, purpose, pressure, position, prevention of penetration, moving, line of
the ball, blocking out, and communication.
Transition. The first task is to anticipate shifting from offense to defense, which
requires an organized transition with communication among all five players and
includes rebounding balance (assume that every shot will miss and get back on
defense or go to the offensive boards). Sprint to protect the defensive basket, pick
up the ball, find shooters, and recover to all open offensive players. Players going
to defense should sprint toward the defensive end of the floor while seeing the ball
(look over the inside shoulder—red-light situation) but may run or slide backward
(yellow-light situation) once the offense is contained. Defense starts when a shot
is taken on offense and ends with a defensive rebound, steal, caused turnover, or
opponent’s basket. One useful rule for defenders, when the opponents gain pos-
session of the ball, is to sprint at least three quick steps to defense with vision on Critical Cue:
the ball, looking over the inside shoulder. See the ball during the whole transition. On a shot, go to
Transition to the defensive basket should be in straight lines parallel to the sideline, defense, or go to
offensive rebound.
which helps the team cover all outside shooters better.
Purpose. The purpose of defense is to prevent easy scores and to gain possession
of the ball through rebounds or steals. Defenders must learn to prevent situations
leading to easy baskets by opponents (i.e., prevent all layups). Make the offense
work to get all shots (and only under pressure; i.e., give the opponents one pres-
sured shot). The overall goal of defense is to prevent the opponents from scoring.
Since this is impossible, the best defensive purpose is to allow the opponents only
one contested shot.
Pressure. Offensive play has a basic rhythm that can be disrupted by pressure.
Defensive play must maintain continuous physical and mental pressure on ball-
handlers. Every shot also must be pressured physically and verbally. Bother players
158 Basketball Skills & Drills
who have the ball (live ball or dribbling), swarm the player with a dead ball (used
dribble), and be ready to protect the basket and support the defender on the ball
when defending off the ball. Pressure all shots by making the shooter adjust the shot.
The hand should go up through the face area to disrupt the shot. Ball pressure must
be combined with off-the-ball position and readiness.
Position. Coaches should train players to stay in a stance and be in proper court
position when on defense. Sprint to the next position as the ball moves on offense.
Most fouls occur when defenders are out of position or have not maintained indi-
vidual defensive stance. Players should get in and stay in a defensive quick stance as
they maintain proper defensive position relative to the ball and the basket. When-
ever the opponent passes or dribbles the ball, defenders should sprint to help the
defender guarding the ball.
Prevention of Penetration. Offensive players attempt to take the ball toward the
basket by passing or dribbling. Defenders must prevent this penetration whenever
possible. One defender always pressures the ball while the four other players play
zone areas toward the basket to protect it and support the defender playing on the
ball. Defenders should prevent middle-of-the-floor penetration toward the goal by
offensive players using the dribble or direct air passes to this area when playing on-
the-ball defense (especially the power zone shown in figure 7.1). Off-the-ball defense
means keeping passes and dribble drives out of the middle of the floor (especially
the power zone) by defending zone areas toward the basket area. Defenders should
play zone defense and support the defender playing on the ball. Prevent the ball and
the offensive player from entering the power zone.
Figure 7.1 Power zone—located 15 to 18 feet (4.6 to 5.5 meters) from the basket.
E3888/Krause/fig.07.01/281512/pulled-alw/r1
Moving. Players must learn to move every time the ball is passed. All five players
Critical Cue: should adjust their floor positions with every pass. On the ball, after the ballhandler
Defenders move passes the ball, the defender moves instantly toward the ball and the basket—jumping
when the ball moves
(sprint to help). or exploding to the ball. Off the ball, defensive players adjust their positions toward
the ball with every pass.
Line of the Ball. The line of the ball principle states that players should defend
their opponent only after they have taken a position ahead of the ball and toward
Individual Defense 159
E3888/Krause/fig.07.02/281513/pulled-alw/r2
On-the-Ball Defense
On-the-ball defense can be considered the spearhead of the defense; all good defense
starts by defending the ball. In the defensive location, the concepts of seeing the
assigned offensive player and guarding the ball merge and can both be accomplished,
but on-the-ball defense is also one of the most challenging defensive tasks, one which
requires both technique and determination.
The skills, principles, and defensive concepts in this section are based on the expe-
riences of a lifetime of coaching defensive stance and steps—the footwork needed
to be a successful defender when guarding the ballhandler. As players become more
skilled ballhandlers as well as bigger and better athletes, the advantage for offensive
players increases. Without proper and highly skilled defensive techniques, defending
1-on-1 on-the-ball situations is virtually impossible.
These recommended on-the-ball defensive techniques have evolved to meet the
increasing challenges of the modern game and the advantages of offensive players.
The concepts have been developed through collective playing and coaching experi-
ence, but especially through discussions with Mike Nilson, strength and conditioning
coach at Gonzaga University. Mike has incorporated the concepts of balance and
quickness into the recommended on-the-ball defensive skills. These recommenda-
tions allow all players to become significantly better on-the-ball defenders.
160 Basketball Skills & Drills
Opens
the gate
arc the offensive player laterally—to prevent dribble penetration. They seldom need
to swing or drop step on a live-ball move if their stance and hands are in the proper
position. This position allows the defender to keep the trunk and chest in front of
the ballhandler in a ball-defender-basket alignment without grabbing or holding
with the hands.
The recommended hand position on the live ball is for the ball-side hand (usually
the front hand) above the front foot to mirror the position of the ball. Mirror the
ball by doing the following:
• Ball overhead—the front hand should be overhead as the
arm is extended to deflect the pass as the defender moves
closer. This can be done with a quick two-foot hop for-
ward. With the ball overhead, the offensive player reduces
the threat of the quick drive or shot (the ball overhead, the
hand up, and move closer). Stay in a quick stance, with
the front arm extended and vertical and the back hand
near the front hand or near the waist in a horizontal arm
bar position, ready for contact (figure 7.6a).
• Ball in the shooting pocket—the hand in front and over
near the ball (if possible), ready to challenge and change
a shot attempt and prevent a quick air pass by the ear
(figure 7.6b).
• Ball low—the hand horizontal and above the ball to pre-
vent a quick shot or bringing the ball up or across the body
(high or low rip or circle tight move), as shown in figure
7.6c. Playing lower than the offensive player with the ball
low is especially important because of the increased threat
of the dribble drive. The defender must keep the trunk in a
b c
Figure 7.6 Defensive hand positioning—live ball: (a) ball overhead, (b) ball in triple-threat position, and (c) ball low.
162 Basketball Skills & Drills
the ball-player-basket position to prevent the driver from lowering the shoulder
and getting the head and shoulders by the defender on the dribble drive.
The other hand is flexed at the elbow and is in front of the body, ready to become
the disrupter when the ball is moved to the opposite side by the offensive player.
This back hand is ready to chase the ball following a pass to this side; get a touch
on any pass to that side.
Taking a stand on the ball is the phrase that coaches can use to remind players to
get and maintain a ball-player-basket position on ballhandlers as they attempt to
Critical Cue:
distract and disrupt the players with the ball. Be close enough to get a touch on the
Take a stand on
the ballhandler. ball, about an arm’s length. This technique applies to defending the live ball and
the dribbler.
Note: On an offensive jab step, use a 6-inch (15.2-centimeter) retreat step to that
side. This is a power push-step slide to prevent the possible dribble drive.
Defending the Dribbler. Defending a dribbler, the point position, is done with a
gap close enough to get a touch on the ball but adjusted to the quickness of both
the offensive and the defensive player. On determining the direction of the offensive
player using the dribble drive, the defender uses push steps to prevent the drive and
maintain or regain the ball-defender-basket position. A slight rear turn is made in
the direction of the dribble drive as the defender uses repeated explosive push steps
(usually three steps) from the power leg to prevent dribble penetration. A good
defensive reminder is that defenders should use their mind, feet, and bodies to stop
the dribbler. Anticipate the drive direction (mind), use explosive push steps (lead
with the foot in the direction of movement) to maintain the ball-player-basket posi-
tion, and take contact on the chest or trunk in a legal guarding position to prevent
dribble penetration. If the dribbler gets by the defender (head and shoulders past),
the defender then turns and sprints to regain the ball-player-basket position (run
to recover).
Push-Step Technique. From a balanced defensive quick stance, players should
thrust the lead foot (in the direction of movement) laterally as the head and body
weight are shifted in that direction. That foot is toed outward slightly as the same
foot position of the quick stance is maintained. Although some coaches prefer point-
ing the lead foot, keeping the feet parallel is preferable. The power for the push step
comes from a forceful push from the power or trail foot. The movement of the lead
and trail foot is 6 to 18 inches (15.2 to 45.7 centimeters) laterally as the feet are
kept at shoulder width or wider. The trail foot then returns to quick-stance posi-
tion. Usually, three explosive push steps are sufficient to prevent dribble penetration
in one direction. Then, the dribbler is either past the defender (run to recover) or
reverses direction on the dribble (the defender must then use three push steps in the
opposite direction). Partial rear turns may be needed to maintain proper defensive
position prior to the push steps.
The teaching segments for the lateral push-step movement are the following:
• Use a partial rear turn when needed to stay ahead of the dribbler and to main-
tain the ball-player-basket position (figure 7.7a).
• Explosively push from the trail foot as the lead foot moves laterally 6 to 18
inches (15.2 to 45.7 centimeters) and the head and body weight shifts in the
direction of movement (figure 7.7b).
Individual Defense 163
• Focus on lead foot landing with balanced weight distribution (toe and heel hit
at once, with 60 percent of the weight on the ball of the foot) while maintaining
a parallel stance with the feet (or toes pointed slightly outward).
• The trail foot also moves 6 to 18 inches (15.2 to 45.7 centimeters) as the feet
maintain a shoulder-width relationship (figure 7.7c).
• The start and end of the movement are always from and to a balanced quick- Critical Cue:
stance position (with the feet only slightly toed out). Push step and slide,
low and wide,
Push-step technique is sometimes called step and slide motion. A verbal prompt can’t get too low,
(push step and slide, low and wide, can’t get too low, can’t get too wide) is a good learning can’t get too wide.
reminder.
Three push steps should stop the dribbler; otherwise, the run-to-recover move is
needed to regain the ball-defender-basket position. The complete push-step sequence
is shown in figure 7.7.
In the point stance, the player’s nose is on the ball to get ahead of the dribbler.
The near (dig) hand is pointing to the ball, with the elbow bent and the palm up.
When step-sliding to the right, the player’s near (dig) hand is the left hand. The lead
(back) hand is in the “thumb-in-ear” position, the elbow at a right angle, and the
forearm acting like a windshield wiper. Moving right, the right hand is the thumb-
in-ear or wiper hand, used to take away or prevent the quick air pass by the ear.
Stepping
foot
Slight
Turning rear turn
foot
a
E3888/Krause/fig.07.07a/281520/alw/r3
Stepping
foot
Pushing
foot
Trailing
foot
b c
E3888/Krause/fig.07.07b/281521/alw/r2
Figure 7.7 Sequence for the push step direction of movement: (a) partial rear turn (only when
E3888/Krause/fig.07.07c/281522/alw/r2
needed), (b) push step, and (c) return to quick stance.
164 Basketball Skills & Drills
Communicate point, point when the dribbler puts the ball on the floor. Turn the drib-
bler in the backcourt, adjust to the ball-defender-basket position in the frontcourt.
On a spin dribble, players should jump back away from the dribbler a step to prevent
the dribbler from hooking them to go by.
Traditional Method of Defending the Live Ball. Live-ball defenders must be
Critical Cue: ready in a defensive quick stance in a ball-player-basket position. The forward foot
Hands on the ball may be placed opposite the dominant hand of the offensive player. If that player is
and not on the
offensive player.
right-handed, defenders can have the left leg and arm forward to force the offensive
player to pass or dribble with the weak hand. Another option is to place the inside
foot slightly forward in the ball-player-basket position. Coaches should have players
defend with the palm of the lead hand facing the ball (see figure 7.8), allowing them
to move easily, flick at, and pressure the ball. This is a more common hand position
when players are guarding the live ball.
Players should distract and disrupt with the hands as they keep the inside foot
slightly forward. Most coaches prefer to have the inside foot forward, as shown in
figure 7.9. In addition, many coaches prefer to point the lead foot during step-slide
defensive movement to cut off lateral movement. When a dribbler gets her head and
shoulders past, run to recover.
Figure 7.8 Live-ball defense: lead hand palm facing for Figure 7.9 Foot position—the inside foot
ward, trail hand palm facing up. The right foot is forward forward.
against the right-handed offensive player. E3888/Krause/fig.07.09/281525/pulled-alw/r2
Off-the-Ball Defense
This most challenging and crucial
individual defensive skill makes a sig-
nificant contribution to team defense.
Despite a natural tendency for players
to relax away from the ball, they must
learn the importance of off-the-ball
defense. Coaches should teach them
that protecting the basket and sup-
porting the defender playing on the
ball is as important as attending to the Figure 7.10 Attack the senses on a dead ball.
assigned player away from the ball (see
the man, but guard the ball). These multiple tasks require greater attention than
on-the-ball defense.
The two types of off-the-ball stances are open (pistols) stance, farther from the
Critical Cue:
ball (two passes away), and closed (denial) stance, closer to the ball (one pass Ball-defender-player
away). These stances are shown in figure 7.11: X2, X3, and X5 using a closed stance guarded position when
and X4 using an open stance to support defender X1 guarding the ballhandler. The defending off the ball.
common concept is that off-the-ball defenders are in a position of player guarded-
defender-ball.
Several other guidelines can be taught to players about defending away from
the ball. The farther the offensive player is from the ball, the farther the defender
should be from the assigned opponent, always maintaining
a ball-defender-player position. The defender needs to keep
a gap (a distance cushion to provide extra reaction time), as 5
shown in figures 7.11 and 7.12. The closer the ball is to the X5 X3 3
defender, the closer the defender should be to the assigned 4
opponent away from the ball. X4
What the defender does before the offensive player gets
the ball determines what the offensive player can do with the
X1
ball. Defenders should keep the ball away from the assigned X2 1
Flat
triangle
Figure 7.12 Open stance—the off-the-ball defender forms the flat triangle and points pistols (at responsibilities).
defender should beat the offensive player to a desired spot, make contact using an
Critical Cue:
Closed (denial) arm bar and a closed stance, force the cutter high, and then reestablish a gap.
stance—the hand in Seeing the ball at all times allows players to defend the ballhandler and support
the lane, the thumb the defender playing on the ball more easily. Players should follow the ball visually
down, the ear in to anticipate offensive cuts and careless passes. Guard the ball, and see the offensive
the chest, the body
positioned as ball- player being guarded. The ball always scores, not the player.
defender-player being Players two passes away from the ball should assume an open stance, which
guarded, the foot allows them to see the ball and their assigned opponents. In this position, one hand
closest to the ball
forward.
points at the ball and the other points at the opponent—pointing pistols—forming a
flat triangle: ball-defender-player being guarded (figure 7.12).
Defenders near the ball need to develop the skill of denying the pass to the player
they are guarding—closed stance. The defender is in a ball-defender-player guarded
position. In a closed stance, players should place the back partially to the ball (seeing
both the ball over their shoulders and the players they are guarding) while putting
the lead foot (the foot closest to the ball) and the lead hand in the passing lane,
with the thumb down, the fingers spread, and the palm facing the ball. Put the ear
at the level of the chest of the offensive player. Denial pressure can vary from the
hand in the passing lane (moderate) to the elbow in the lane and the shoulder or
the head in the lane (high).
The back hand near the opponent is the brush hand (the back of the hand feels
the opponent, ready for use as the arm bar when the opponent cuts to the ball).
Make a fist with the brush hand to prevent grabbing or holding fouls. The defender’s
vision is down the gun barrel of the extended near arm.
In a closed stance (denying the pass to the player guarded), the offensive player
needs to V-cut to get open, so the defender must stay in a closed stance and move
continually to maintain the desired ball-defender-player guarded position. Also, when
overplayed, the player guarded may cut behind the defender in a backdoor move.
The proper response to the backdoor cut is to go with and stay in the ball-defender-
player guarded closed stance position (snap the head and change the denial hand)
Individual Defense 167
until the cutter reaches the lane, then open up and assume the open stance to see
the ball. Do not follow the cutter away from the ball. See figure 7.13. The commu-
nication on all off-the-ball situations of open or closed stance is help right, help right
or help left, help left. A defender in the key calls hoop, hoop.
2
X2
3
X3 3
X3
2
X2
aa bb
Figure 7.13 Defending the backdoor cut: (a) move with cutter, (b) open up away from the ball.
E3888/Krause/fig.07.14b/281531/pulled-alw/r1
E3888/Krause/fig.07.14a/281530/pulled-alw/r1
Post Defense
Techniques for players learning to guard an offensive post player in or around the
free-throw lane include the ball-defender-player closed stance (with the hand across
the passing lane in a ball-defender-offensive player arrangement, figure 7.14a) and
the fronting stance (see figure 7.14b). As a general rule, the ball should be kept out
of the power zone (post area) using one of these two stances. In a closed stance,
the hand is in the passing lane (ball-defender-player guarded) with the thumb down
and the palm facing the ball.
The most common post defense technique is the closed stance, in which players
are avoiding contact unless they have a position advantage, keeping a hand in the
passing lane, and defending in a position on the side of the defender. This tech-
nique is most often used with a high post (free-throw line area) or medium post.
This half-front position is a compromise between keeping the ball out of the post
area and being ready to check or block out the post player when a perimeter shot is
taken. One added position rule is needed: when the offensive post is in the low or
medium post position, players should take a position above the post player when
the perimeter passer with the ball is above the free-throw line extended and take
a closed stance position below or on the baseline side when the ball is below the
free-throw line extended (figure 7.15). When the ball changes positions relative to
the free-throw line, the defender can choose to go behind the post (easier, but more
susceptible to a deep re-post) or in front of the post (more difficult, but prevents
post entry passes better) to regain the closed stance with the ball-defender-player
guarded position.
When in a fronting stance, the defender should see the ball and stay in defensive
stance, with radar bumper contact (the butt front) and the hands up. This allows
the defender to anticipate and move for the pass to the post. The fronting stance has
168 Basketball Skills & Drills
Figure 7.14 Post defense: (a) closed stance—low side and (b) fronting stance.
the advantage of keeping the ball from post players better but also the disadvantage
Critical Cue:
Fronting post—stay in of giving the offensive post player a definite edge for rebounding when a perimeter
stance with the hands shot is taken.
up and butt contact; Offensive post players control defenders by establishing and maintaining contact.
be ready to move Post defenders should avoid contact unless they have an advantage in position,
for the pass.
maintaining a safe distance from the ballhandler and continuing to move in order
to keep the offensive post player (and the passer) guessing.
The basic fundamentals also apply to defending a post player with the ball;
defenders should stay in a defensive quick stance with both hands ready. When an
offensive post player receives the ball in the low or medium post area, the defender
Individual Defense 169
X5
5 5
X5
aa bb
Figure 7.15 Defending the post—closed stance: (a) the ball above the free-throw line and
E3888/Krause/fig.07.16a/281544/pulled-alw/r2
(b) the ball below the free-throw line.
E3888/Krause/fig.07.16b/281545/pulled-alw/r1
Jump 1
1
to ball
X1 Jump to ball X1
3
4
3
X3 X3
X4
a b
Figure 7.16 Explode (jump) to the ball on every pass or dribble move.
E3888/Krause/fig.07.17b/281547/pulled-alw/r2
E3888/Krause/fig.07.17a/281546/pulled-alw/r1
170 Basketball Skills & Drills
1 2
X2
2
X1
X2 3
3 X3
a b
Figure 7.17 Closeout—off-the-ball to on-the-ball.
In addition to the basic skills of on-the-ball and off-the-ball defense, several other
tactics can help the team defend against special offensive threats. A situation that
occurs mostly on defense but can occur on offense is a loose ball from a bad pass,
errant dribble, or any loss of ball control by an offensive player. The best rule for
this situation is to get both hands on the ball; if it is in the air, use a two-handed
pickup and snap the ball to a quick-stop and chinit position. Capture and chin a
Individual Defense 171
3
X3
2
X2
b
General
¤¤Get in a stance and stay in a stance.
¤¤Use the mind, body, feet, and eyes as the first tools of defense.
¤¤Use the hands only as a secondary defensive weapon.
¤¤Prevent easy scores; allow no layups and one pressured shot.
¤¤Keep pressure on the ball.
¤¤Prevent penetration by the pass or dribble.
¤¤Move on every pass or dribble.
¤¤Take away the opponent’s strength.
¤¤Upset offensive rhythm.
On-the-Ball
¤¤Get low and stay low. Be lower than the offensive player (nose in the chest).
¤¤Maintain the ball-defender-basket position.
¤¤Guard players in a live-ball situation: front foot to front foot, hands and feet active,
and within touching distance (lead or front hand up).
¤¤Keep space between yourself and the dribbler (i.e., keep a gap, but get a touch).
¤¤Guard the dribbler, keep the head and chest in front, jab with the lead hand, and run
to recover when necessary.
¤¤Guard a dead-ball situation: swarm the ballhandler and trace the ball without fouling
or sag away from the ballhandler.
¤¤Jump (explode) to the ball when a pass is made (chase the ball). Always move toward
the ball on every pass or dribble—sprint to help.
Off-the-Ball
¤¤Close out to the ball when it is passed to an assigned offensive player; sprint, break-
down, and prevent the drive (always close out short—prevent the drive). Close out on
the driving line to the basket.
¤¤Maintain the ball-defender-basket position.
¤¤Get in an open (pistols) stance far from the ball or a closed (the hand across and the
thumb down) stance close to the ball.
¤¤Keep the ball from offensive post players unless they are no offensive threat.
¤¤Be able to help and make the decision to bluff or switch on screens, penetrations, or
closeouts.
loose ball (a two-handed skill). If the ball is on the floor, dive on the loose ball with
Critical Cue:
both hands. Rules require players to pass to an open teammate before getting up Capture and chin
from the floor with the ball. a loose ball; never
dribble a loose ball.
Help and Decide
On clearouts or any penetration situation, the off-the-ball defenders make critical
decisions: help and rotate (protect the basket and cover the penetrating dribble)
and decide (to switch defensive assignments, trap with the defender on the ball, or
172 Basketball Skills & Drills
bluff to buy recovery time for the teammate guarding the dribbler). Communica-
tion is the key—be ready to help and communicate the decision. Two options are
shown in figure 7.18. The critical help situation in this case, called help on the help
by X1 in figure 7.18a, occurs when X3 helps on dribble penetration of O2 outside the
free-throw lane.
Defenders should use the help-and-decide defensive technique to combat the
offensive tactic of a dribble penetration, which clears out one side of the court for
the ballhandler to dribble drive to beat the defender. The off-the-ball defender should
be ready to help and decide to help or switch if the defender on the ball is beaten
or when the assigned player vacates the area.
X2 X1 2 X2
2
Help
on help X4 4
3
X3
Help
a bb
Figure 7.18 Help and decide on offensive penetration: (a) help and switch, (b) help and recover.
Screens E3888/Krause/fig.07.19b/281551/pulled-alw/r1
Traps
Coaches also may want to develop defensive techniques to handle an exceptional
offensive player or to function as a surprise tactic. Trapping occurs when two
defenders double-team an offensive ballhandler (2-on-1) in certain court areas or
on ball screens. Coaches should emphasize that both players must stop the ball-
Individual Defense 173
a b
Figure 7.19 Fighting through screens: (a) go over the top, (b) helper shows to help, (c) teammate recovers when the
offensive player leaves.
handler from escaping the trap by being in good defensive basic position, keeping
Critical Cue:
the feet active, positioning themselves knee-to-knee, and keeping the inside hands Defensive traps—the
up to prevent a quick air pass. The objective is to force a lob or bounce pass, and feet active, the inside
players should learn not to reach for the ball or commit a foul. All other off-the-ball hand up, contain
teammates should close off the nearest passing lanes to prevent any passes from without fouling.
the trap into their zones (play a three-player zone). The best places to set traps are
in the corners of the court (figure 7.21). An example of a frontcourt trap is also
shown. The trap is made in a frontcourt corner, and the other defenders deny the
near passing lanes and force the offense to play on half of the court.
174 Basketball Skills & Drills
a b
Figure 7.20 Switch screen: (a) helper (on right) steps up to switch on the ballhandler; (b) the helper calls the switch
and a teammate exchanges the assigned players to defend.
3
Trap
1 X1
X3
p
cu
Trap D
X5
X2 X4
2
E3888/Krause/fig.07.22/281558/pulled-alw/r2
Defensive Charge
The defensive charge—one of the fundamental defensive plays in basketball—is used
when a defender has beaten an offensive cutter to a desired position on the floor
and is in a legal guarding position. This charge must be taught properly not only for
its great potential as a team play (it can prevent an opponent’s three-point play and
result in two free throws for the defender), but also because it involves a contact
skill that must be developed progressively to avoid injury. The rules that apply to this
situation are that the defender is entitled to any spot on the floor that is taken in a
legal guarding position; the dribbler needs no room, but the defender must be in a
Individual Defense 175
legal position before the offensive player’s head and shoulders pass the defender’s
Critical Cue:
body; away from the ball, the offensive cutter must be given the chance to change Must be knocked
direction (never more than two steps); the defender must always be in a legal guard- down on the
ing position before a player becomes airborne; and defenders can move their feet defensive charge.
and protect their bodies.
Players should be taught these techniques for taking
the charge:
1. Get in and stay in a good defensive basic stance and
keep the feet active (foot patter) to adjust position.
The defender must be knocked down from the legal
position, but not flop on contact.
2. Take the blow in the chest area.
3. Resist giving up an established position, but keep
most of the weight on the heels (must be knocked
down).
4. Keep the arms out of the action and use them for
protection as in screen setting technique—protect
vital areas (different areas for men and women).
5. Fall properly—with the arms up and in front, the
buttocks should hit the floor first, followed by the
lower and upper back as the palms slap the floor.
Keep the head in a curled chin tuck position (see
figure 7.22).
a
b c
Figure 7.22 Defensive charge—falling properly: (a) The defender must be knocked down (position for protecting the vital
parts with the arms—women cross the chest, men cover groin area); (b) landing—rear end first, back roll, the head curl
or tuck; (c) scramble to regain basic position.
176 Basketball Skills & Drills
6. Assume that the officials will not call an offensive foul and scramble up to
regain basic position.
7. Know when to take the charge. Disrupt the offensive player’s movement, but
pick a situation in which the offensive player has poor body control and is not
alert.
Troubleshooting
Common defensive errors and coaching responses:
Problem: Players do not get in and stay in a stance. Problem: Fear of taking defensive charges, diving
Correction: Review or reteach stance and gradually on floor for loose balls.
increase the time spent in defensive stance— Correction: Do sequential, progressive teaching and
increase emphasis and reminders. During team physical practicing of the skill to ensure safety
play, develop team consequences when a player and provide experience. Recognize great team
comes out of a stance. plays (incentives).
Problem: Lack of motivation to play defense. Problem: Not playing hard on defense.
Correction: Reason with players; provide concrete Correction: Convince players that getting coached
reasons for the necessity of effective defense. depends on their best effort; establish playing
Emphasize and demand high levels of defense. hard as a tradition; substitute in competitive
practice and game situations.
Problem: Slow reaction to ball movement.
Correction: Emphasize sprinting to the next assign Problem: Lack of defensive confidence.
ment. Correction: Provide success situations in practice,
demand effectiveness and execution that
Problem: Not talking on defense. produce success, and define success in terms
Correction: Emphasize communication; during of proper technique and effort instead of the
drills, require talking on every ball movement ultimate result (makes or misses).
(incentives and consequences) and recognize
the defensive communicator of the day.
Individual Defense 177
Defensive Drills
Insist on execution first, but demand intensity on defense. Players must learn to play
hard individually in order to develop a cohesive team defense.
Note: This drill can be done with three steps and active feet for any step-slide signals
and then later continuously until the next signal is given.
Angle Angle
X X right left
X X X X
Slide Slide
X X X X right left
X X X X
C Straight
forward
E3888/Krause/fig.07.24/281567/pulled-alw/r2
Individual Defense 179
X2 X1 1
2 2
X2 X1
1
a a bb
Figure 7.24 On-the-ball, off-the-ball 2-on-2: (a) starting positions and (b) the coach dribbles and passes.
E3888/Krause/fig.07.25a/281569/pulled-alw/r1 E3888/Krause/fig.07.25b/281570/pulled-alw/r1
Closeout Drill
Purpose: To develop the individual defensive skill of closing out on an off-the-ball offensive
player who has just received a pass.
Equipment: One ball and basket per group; ideally one ball and basket for every two
players.
Procedure: When practicing the closeout technique, the defensive player starts under
the basket with a ball (figure 7.25). The offensive player is in basic position, facing the
basket within a range of 15 to 18 feet (4.6 to 5.5 meters). The defender passes the
ball to the offensive player with a crisp air pass and closes out to defend. The coach
can select a pass, preferably a nonpreferred hand pass. The rule is to first prevent the
drive by breaking down in the stance halfway to the ballhandler (the feet active, the inside
foot forward, both hands up with the palms facing the ball). Then pressure the ball and
shooter, and block out when a shot is taken. From that point, live competition between
offense and defense ends when a basket is made or the defense gains possession of
the ball. The dribbler is limited to two dribbles.
Options
4 • Closeout—shot only
3
• Closeout—shot fake, drive only (right,
left)
2
• Closeout—live offense (rotate lines
1
each time)
• Closeout—live offense and defense
(rotate)
X2
X3
X4
Figure 7.25 Closeout.
E3888/Krause/fig.07.26/281571/pulled-alw/r1
Individual Defense 181
1. Forward slide
2. Slide left
3. Close out to baseline 2
8 7
4. Slide right
Hash
5. Angle slide, run, slide mark 6
6. Slide right
Finish
7. Close out to the half-court line 1
8. Face belly to the sideline with an angle left side
10
9. Face belly to the sideline or the baseline with an 9
angle right side
Start
10. Close out to the free-throw line
Players repeat the circuit starting from the left side of the court. They complete one
circuit starting at each corner of one end line. Coaches may want to record the time
to complete the circuit after using the drill several times and after emphasizing proper
technique.
Options
• Screens (on-the-ball and off-the-ball)
• Post play
• Penetration
• Closeouts
• Traps
• Charges
Purpose: To develop individual defensive skills in a team setting and make the transition
from defense to offense after defensive rebounding.
Equipment: One ball, full court.
Procedure: Begin play as 4-on-4 half court, defending against any offensive situation
desired. When defenders successfully gain the ball on a steal or a defensive rebound (a
defensive stop), they may fast break to score at the other end of the court. Four new
defenders then take positions, and the successful defenders now come to the original
half court as offensive players.
chapter 8
Rebounding
Critical Cue:
Defensive rebound—
regain the ball;
I n basketball, rebounding may be defined as gaining possession of the ball after a
missed shot. Players need to learn both offensive and defensive rebounding skills.
The objective of offensive rebounding is to maintain possession of the ball after the
offensive rebound— team attempts a shot, while defensive rebounders attempt to gain possession of the
get the ball. ball after the offensive team has attempted a shot. Rebounding is a major part of the
game at all levels. It may even have a greater influence on a game played by younger
players because of the higher percentage of missed shots at the beginning level.
Rebounding Tools
Rebounding requires determination and discipline. Although height and jumping
ability are advantages, the keys to rebounding are determination and technique.
Statistics on the leading rebounders in professional and college basketball are not
merely a list of the tallest players or the ones with the highest vertical jump. Most
rebounding, even in college and professional basketball, is done below the rim. The
positioning and the ability of players to be quick to the ball (horizontal movement),
not leaping ability (vertical jumping), may be the most essential skills for rebounding
at both professional and school levels. Rebounding requires more than physical tools;
considerable effort, determination, and proper execution of skills are necessary.
Joan Crawford was a 5-foot, 11-inch (1.8-meter) center who was an AAU star in
the 1950s and 1960s as she led her team and the competition in rebounding. She
took her USA team to the 1957 World Championship and was inducted into the
Naismith Hall of Fame in 1997. Denise Curry, at 6 feet, 1 inch (1.9 meters), also
Critical Cue: a 1997 Hall of Fame inductee, holds the UCLA rebounding record, was the 1981
Rebounding USA Player of the Year, a Gold Medal Olympian, and was named “French Player
depends on skill, of the Decade” for the 1980s. Dennis Rodman came from a small NAIA school in
position, effort, and
determination. Oklahoma and led the NBA in rebounding for many years. He is only 6 feet, 8 inches
(2 meters) tall, which is short for an NBA frontcourt rebounder.
Without question, certain physical attributes are advantageous to rebounders.
Players who are tall, have long arms, large hips, and well-developed leg and upper-
body musculature have an advantage over other players.
Vertical jumping ability is an asset for a rebounder. Coaches should ensure that
all players learn rebounding skills, not just jumping skills, although players should
develop jumping ability to their full potential. Coaches can use strength programs and
other devices to enhance players’ vertical jumps in practices. In addition to helping
them jump their highest, coaches must make sure that they are jumping correctly.
Proper jumping technique involves bending the knees, jumping from both feet, and
using the thrust of both arms to reach full extension (2-and-2 rebounding). Teach-
ing players to jump in this manner not only develops their leaping abilities to the
maximum but also helps them maintain their balance in contact jumping situations
and reduces the number of over-the-back fouls when rebounding.
team—not just those who are tallest, play post positions, or have exceptional jumping
ability—must master rebounding skills. Every player can become a good rebounder. If
coaches bypass this initial step, they will probably be disappointed by the rebounding
performance of certain players during the season, especially the smaller players.
dirty work required of rebounding. Players should develop the tradition of rebound-
ing (for themselves and their team) because it enhances a hard work core value.
Rebounding Rules
Four concepts (the big bullets of the boards) apply to offensive and defensive
rebounding and are critical for any player or team to be successful in rebounding:
1. Assume that each shot is missed and do the assigned job.
2. Keep hands up when in rebounding areas, on offense or defense.
3. Use 2-and-2 rebounding—when going for any rebound (offense or defense),
rebound from two feet with two hands. Go up tall and small, and come down
big and wide.
4. Capture and chin the ball on all rebounds; use two hands to capture the ball
and chinit to protect the ball. Chinit—two hands, the fingers point up, the ball
under the chin or from shoulder to shoulder (the power position), the elbows
out and up (big and wide).
Assume is the prompt used to remind players and coaches to assume that every
shot will be missed. When that becomes a habit, players are conditioned to focus on
carrying out their rebound assignment on every shot attempt. Even on an uncontested
layup by a teammate, players should always assume a miss—then they will develop
the habit of rebounding consistently.
The verbal prompt hands up is a reminder of this essential skill needed in rebounding,
especially when players are blocking out on defense or near the offensive rebound-
ing basket. The arm position is shown in many of the figures in this chapter. Players
should start in quick stance, ready to jump (the legs bent, sit into the stance), with
the hands up and ready to rebound the ball (the upper arms horizontal and level
with the shoulders, the forearms vertical and slightly forward). The rationale for
teaching players the hands-up arm position is the following:
• Keeps players ready for a quick rebound (hits the rim and bounces directly to
the player with no time to respond).
Rebounding 187
• Allows players to prevent the opponent from rebounding (just get close, with the
hands up). This prevents the opponent from getting his hands up to rebound
the ball.
• Makes a difference when players are blocking out on defense. The hands-up
technique prevents the defensive rebounder from using the illegal method of
hands down to feel and hold the offensive rebounder (see figure 8.1).
a b
Figure 8.1 Hands-up rebounding: (a) hands up (offense and defense), (b) improper defensive blockout
(hands down).
The term 2-and-2 rebounding refers to the important skill of rebounding from two
feet with two hands. Hall of Fame coach Jim Brandenburg popularized this concept.
Because rebounding is a contact skill, players should use a quick stance (sit into
the game), with the feet shoulder width before and after jumping into the air for a
rebound. Likewise, the effective rebounder needs to capture the ball securely with
both hands, preferably at the peak of the jump.
The teaching technique for 2-and-2 rebounding is as follows:
• Get into a rebounding ready position (quick stance, the hands up).
• Execute the 2-and-2 rebound (go up tall and small and come down big and
wide) (see figure 8.2).
• Capture and chin. Grab the ball with two hands and rip it to a position under
the chin or into the power position and against the chest. The fingers should
be pointed up, not out, the elbows should be out and up, and the ball should
be forcefully squeezed under the chin.
• Protect the ball (chin the basketball). This technique is shown in figure 8.2b.
188 Basketball Skills & Drills
a b
Figure 8.2 2-and-2 rebounding: (a) go up tall and small, (b) come down big and wide, capture
and chin the ball.
All players need to learn the “big bullet” principles that are essential to successful
Critical Cue:
Rebounding: rebounding: assume, hands up, 2-and-2, capture and chin.
1) assume,
2) hands up,
3) 2-and-2,
4) capture and chin.
Defensive Rebounding
The suggested rebounding technique requires that players gain the inside position on
an opponent, block out the opponent, and then get the rebound. Getting a position
between the basket or the ball and the opponent enhances the defense’s positional
advantage to secure the rebound bouncing from the rim or the backboard. Although
rebounding seems to consist of three distinct phases, these occur as quickly as if they
were a single action. The rebounding technique is commonly referred to as blocking
out, but it is sometimes also called boxing out or checking an opponent.
All players should understand the following fundamental rebounding principles
associated with blocking out.
• See or hear the shot (teammate guarding the shooter calls shot).
• Assume that the shot will be missed.
• Locate the opponent.
• Go to the opponent and block out.
• Go to the ball.
• Get and keep the ball.
• Move the ball out or down the court.
Rebounding 189
every shot will be a miss and to go to their rebound assignment. When players develop Assume a miss is
the most important
this habit, they will be conditioned to do their assigned rebound tasks every time a rebounding principle.
shot is taken, regardless of the outcome.
Figure 8.4 Go to the offensive player to block out. Make contact with the hands up.
Rebounding 191
Figure 8.7 Blast and box, then board: (a) forearm shiver blast, (b) radar bumper blockout.
a b
Figure 8.8 Blockout contact: (a) contact not made, (b) contact made.
192
Rebounding 193
all players’ efforts to gain possession of the ball are for naught if they fail to protect
it afterward.
Jim Brandenberg, former Montana and Wyoming Hall of Fame coach, popularized
the concept of rebounding from two feet with two hands (2-and-2 rebounding). Using
this strong, balanced technique of two-foot jumping and two-handed grabbing for
rebounding reduces the chances of the ball slipping out of the players’ hands or of
an opponent dislodging it from their grip. Coaches can help players develop this skill
by insisting that they go after every rebound in this manner. Young players should
keep their eyes open and focused on the ball as they capture the rebound.
Occasionally, the ball may come off the rim in an area where the player is unable
to grasp it with both hands. Players should then gain control using only one hand
(block and tuck with two hands) or tap the ball to a teammate.
Maintaining possession of the rebound once it is captured is frequently more dif-
ficult than it might seem. Opposing players try to knock the ball from the rebounder’s
hands. Often they trap the rebounder with two or even three players, making it nearly
impossible for the player to pass or dribble the ball. Players need to learn to handle
such situations.
When players rebound the ball in the vicinity of an opponent or opponents, their
first move should be to bring the ball in under the chin with the elbows out and
a hand (with the fingers pointing up) on each side of the ball, squeezing it tightly
(see figure 8.11)—chinning the ball. The best position is directly under the chin, but
the ball may be moved from shoulder to shoulder anywhere in the power position
to protect the ball away from defenders. The teaching points are the following: the
fingers up (to prevent dangling the ball and exposing it away from the body), the
elbows out and up; players should squeeze the ball and make themselves big. Tell
a b
Figure 8.11 Chinit—the elbows out, the fingers up: (a) side view and (b) front view.
Rebounding 195
players to chinit on rebounds and whenever handling the ball in a congested area in
Critical Cue:
order to capture and retain control of the ball. Tell players not to swing the elbows The most important
around to ward off an opponent because this can constitute a violation or foul. technique of
They may take up space to clear their area with elbows out (make themselves big). rebounding is
A rebounder chinning the ball can always use a pivot or turn to move away from chinning the ball.
pressure (danger) to protect and shield the ball. Players should keep the head up
and look for teammates breaking downcourt or to an open spot in the backcourt.
When a rebounder gains possession of the ball after a missed shot, a single oppo-
nent (usually one that the rebounder has blocked out) is often nearby and attempts
to steal the ball or pressure the rebounder. Coaches should teach players to pivot
away from the opponent, as shown in figure 8.12. The player should have an open
passing lane to a teammate or be able to dribble without having the ball stolen.
Caution your players not to put the ball on the floor immediately after rebounding
a shot in traffic, which presents an opportunity for an opponent to steal or deflect
the ball.
When rebounders find themselves surrounded by two or more opponents, they
should not panic. If they are trained to remain calm, to keep the ball in the protective
power or chinit position, and to look over the entire court, options present themselves.
One escape move coaches can teach players is the step-through technique shown in
figure 8.13. This can be followed by a two-dribble push to advance the ball up the
floor. Big players can then quick stop, chin the ball, and look for a pass to an open
teammate. Perimeter players can continue dribbling up the floor. This technique
Rebound
Push
Figure 8.12 Pivot away from pressure. Figure 8.13 The step-through move (outlet pass or two-dribble push).
196 Basketball Skills & Drills
can be used when the defenders trapping the player leave an opening large enough
for the player to slither through. Sometimes an overhead pass fake causes defenders
to leave their feet and creates an opening for the offensive player to step or dribble
through. Players should not force their way through the defensive players, which
may result in a charging foul.
Another option for a rebounder surrounded by opponents is to throw a pass over
them. Even smaller players can use this approach if they make the proper fakes prior
to the pass. If the rebounder is being trapped by two or more opponents, a teammate
should be open or able to break open to receive a pass. Also, one of the defenders
can reach in and foul the rebounder. Tell players to keep their composure when they
are trapped by opponents after a rebound and wait for one of these options to open
up. Fake a pass to make a pass is a rule for these situations, advocated by Morgan
Wootten of DeMatha High School.
Dribbling the Ball. Certain players should not be put in the position of dribbling
the ball from one end of the court to the other. However, it has recently become
more common for coaches to allow players on their teams to take a rebounded ball
the length of the court using the dribble. As bigger and better players develop the
ability to rebound and dribble, the benefits of this full-court maneuver have become
apparent.
One major advantage of having a defensive rebounder dribble the ball to the other
end of the court is that it eliminates the possibility of passing errors. There can be
no errant pass if there is no pass. In addition, the rebounder or dribbler can quickly
assume the middle position on the fast break without having to wait for a teammate
to get open. Players must be able to respond to this situation. Have teammates
practice spreading out and filling the passing lanes as they run down the court.
Having defensive rebounders dribble the ball usually creates a numerical advan-
tage over the opposition. Because one or more opponents are often slow to react in
making the transition from offense to defense, a defensive rebounder or dribbler can
get down the court ahead of them. If players are trained to recognize the s ituation
quickly and hurry down the court, the team can frequently have a 5-on-4 or even
5-on-3 advantage.
In general, almost all big players can be taught to rebound, pivot and face up the
court, use one or two dribbles (two-dribble push) to clear the ball, use a quick stop,
chin the ball, and look for a clear pass to a ballhandling teammate.
Offensive Rebounding
A coach must decide on a rebound philosophy, especially on offense. Generally,
all players should have the same assignments and rules for defensive rebounding.
On offense, coaches decide which offensive players should be assigned to go to the
boards (go to a gap) as offensive rebounders and which players, on the shot, should
transition back to defense. Most teams have three players rebound and have two
players get back on defense (one as full safety and one to stop the advance of the
ball). For a more aggressive approach, a team could have four players rebound and
have one safety getting back on defense.
Offensive rebounding is especially difficult in a successful ball-defender-basket
defense because players have the advantage for getting the inside position. How-
ever, offensive players can gain an edge by knowing when and where a shot is going
to be taken. Coaches should emphasize the need for players to anticipate shots by
teammates, as well as to react to their own shots; otherwise, players have difficulty
being successful against good defensive rebounders. Getting around a rebounder
in proper position for blocking out is not always possible. Players should not go
over the defensive rebounder’s back when attempting to get an offensive rebound
because this can lead to being charged with a foul.
The primary position objectives (in order of importance) for an offensive rebounder
Critical Cue:
are the following: Players should go to a gap and not a back, get an inside position Offensive rebounding—
and block out the defender, get at least even with the defender by going to one side go to a gap,
and around to the basket (go to a gap, as in figure 8.14), make contact with and not a back.
nudge the inside defender under the basket—pin inside by chesting with the hands
up (figure 8.15), and tap to self or teammate only to keep the ball alive when they
can’t get both hands on the ball.
198 Basketball Skills & Drills
Shot Best
3
or piece 2
X1 X3 of pie X1
X2
or
X2 2 Nudge
or X5 under
4
X4 5
basket
Figure 8.14 “O” boards—go to a gap: go to Figure 8.15 “O” boards—block in (when
a gap, best piece of pie (help side, baseline). defense is too close to the basket).
E3888/Krause/fig.08.15/281594/alw/r2 E3888/Krause/fig.08.16/281596/alw/r1
The techniques for going to a gap are the V-cut, or swim, move (primary) and
the rear-turn roll. On the shot, the offensive rebounder selects the best gap by the
defender (depending on position and percentages) and makes a V-cut to the gap.
When blocked out, the offensive rebounder executes a tap with the outside hand
or arm, followed by a forceful, quick overhead swim stroke with the near hand or
arm to get at least even with the defender in the hands-up position (figure 8.16).
Another move to get by or even with a defender is the rear-turn roll, which is best
used against a physically aggressive defender who actively blocks out. The offensive
player meets the contact with the forward leg in the direction of the desired gap.
Using that foot to make contact and as the turning foot, the offensive rebounder
a b
Figure 8.16 (a) V-cut and tap with the outside hand or arm, and (b) swim by with the near
hand or arm.
Rebounding 199
a b c
Figure 8.17 Rear-turn roll for offensive rebounding: (a) meet block-out contact with turning foot, (b) 180-degree rear turn
to get outside, and (c) 180-degree front turn into the gap.
makes a 180-degree rear turn to get the stepping foot outside the defender’s foot in
the desired gap. Then, using that stepping foot as the new turning foot, the rebounder
uses a 180-degree front turn to get by the defender at the gap in a hands-up posi-
tion (figure 8.17).
Offensive rebounding is important because it gives the offensive team another
opportunity to score. This new life for the offensive team also discourages the
defensive players, who have lost a chance to gain possession of the basketball. Many
options are available to the offensive rebounder.
rebounders take away the defenders’ opportunity to recover and give them almost
no chance to block the tip attempt. Make sure players are physically mature and
skilled enough before suggesting the tip as a rebounding option. The tip is too dif-
ficult for beginning players.
Shots Without Dribbling. Encourage players to go up with the shot after a rebound
without putting the ball on the floor. Dribbling takes time and allows the defense to
recover. It also exposes the ball to the defense, making it more likely that a defender
will steal or deflect the ball. If players have learned the correct rebound jumping
technique, they should land with the ball ready to go back up for the shot. They can
shoot the ball from an overhead position (explode to score from the forehead) or
chinit position, but they should always keep the ball up.
Often players develop the bad habit of dribbling the ball right after they get it from
a pass or a rebound. Coaches should make a point of noting instances when players
do not put the ball on the floor after rebounding and praise them for this.
A good time to help players develop the habit of going back up with a shot after
a rebound is during individual shooting practices. Tell them that, on every missed
shot, they should hustle for the rebound, get their balance, and, with the shoulders
square to the basket, go back up with another shot (keep the ball overhead and
explode to the basket; chin the ball and explode; or chin the ball, do a shot fake, and
explode). Players should continue to shoot and rebound until they make the basket
and then start over from a new spot on the court. Shooting without dribbling after
an offensive rebound can become an automatic response.
3
X3
2
X2
b
Rebounding Assessment
Coaches should keep rebounding statistics for each player and for the team as a
whole. Offensive and defensive rebounds should be recorded separately to help
identify players who have success or difficulty rebounding at a particular end of the
court. This information may reveal a problem with a player’s offensive or defensive
rebounding technique or indicate that a player is not hustling enough at one end of
the court. Individual rebounding statistics are one of the many pieces of informa-
tion that coaches can use in evaluating the contribution of each player, particularly
those positioned nearest the basket.
An excellent team goal is 60 percent of all rebounds, 30 percent of offensive
rebounding situations, and 80 percent of defensive rebounding situations. Percent-
age goals are generally better than rebound numbers because they are valid for all
styles of play (slow or fast).
202 Basketball Skills & Drills
Rebounding Drills
An important part of rebounding is aggressiveness and making legal contact with
opponents. Players should be given drills that progressively develop the trait of
aggressiveness.
Troubleshooting
Some common rebounding errors are identified, and possible remedies are given. Coaches should provide
appropriate feedback in order to change player behavior and enhance learning.
nique, captures and chins the ball, and then uses a PPF rear turn to pass to the next
person in line, who repeats.
The learning progression is the following:
• Imaginary 2-and-2 rebound.
• Toss directly overhead.
204 Basketball Skills & Drills
• Toss to right, left, or in front (force rebounders to use 2-and-2 technique to rebound
out of their area, i.e., angle jump to left, right, or forward to capture and chin the
ball). A variation is to use a coach at the top of the key as the tosser in each line
for the first two progressions.
• Toss overhead in pairs—the second person can contest the rebound and pressure
the rebounder to check the chinit position. The rebounder must pivot away from
pressure and execute an outlet pass back to the next person in line.
• Practice two-dribble push upcourt. Rebounder can do 2-and-2 rebound, capture
and chin the ball, pivot from pressure, and practice the two-dribble push toward the
half court. On completion with a quick stop, the rebounder can pivot and execute
an outlet pass back to the next person on the baseline.
Variations
“D” Boards Help-Side Box: The first four players sprint onto the floor in an offensive basic
stance near the free-throw line extended, and the next four assume a proper defensive
basic position to support the defender (pointing pistols at the imaginary ball and the
player being guarded) while facing a sideline. On the command shot, all four defenders
carry out defensive rebound assignments, and all must make contact at the free-throw
line. No ball is needed for this variation.
“D” Boards With a Ball (Blocking the Shooter): The four defensive players on the baseline
each have a ball in triple-threat position. They pass to the offensive player at the free-
throw line and then close out from off-the-ball to on-the-ball position (prevent the drive,
contest the shot). The offensive player is the buddy coach, who checks the defensive
rebound technique of the partner while catching the ball with feet in the air and ready
to shoot, executing a shot fake, and then shooting a short shot (12 to 15 feet [3.6 to
4.6 meters] out and without using a basket) and focusing on shooting up, not out while
holding the follow-through until the ball hits the floor. The shooter coaches the buddy,
who becomes the next shooter and then goes to the back of the line. Many “D” board
repetitions can be practiced in a short time using this variation.
Purpose: To teach players the techniques of offensive rebounding: getting past the
defender to block out, getting to a gap (getting at least even with the defender), and
making contact to move the defender closer to the basket (when the defender doesn’t
move away from the basket to block out).
Equipment: Half court.
Rebounding 205
Procedure: The players are organized in four lines on the baseline, with the first four
players at the free-throw line level, facing away from the baseline, in a quick-stance and
hands-up position. For a more realistic perspective, place the lines at the half-line and
the first four players at the top of the key level, facing the baseline. The coach controls
the drill with the following commands:
• Swim move by right or left, and block out with the hands up.
• Swim move by right or left, and go to a gap.
• Go to a gap, with the hands up, and return to the baseline.
The first player in the line learns the feeling of the hands-up, ready-to-rebound position,
moves to the back of the line as the second person practices offensive rebounding
technique and then becomes the first in line (the hands up, ready to rebound). The drill
is performed without a ball and is controlled by the coach. Many repetitions of basic
offensive rebounding technique can be done in a short time.
The same procedure can be carried out to practice the rear-turn roll variation. The
offensive player approaches the defender from behind, places one foot or knee in the
middle of the defender (split legs), and performs a rear turn and then a front turn to
get to the gap and by the defender.
Purpose: To teach players the skill of taking a defensive rebound off the backboard and
making an outlet pass (or dribble).
Equipment: One ball per basket (the drill can be run simultaneously with two lines, one
on each side of the basket).
Procedure: This is a defensive rebounding and passing drill. Have the receiver call the
passer’s name while breaking to get open.
The first player X1 passes to X4, gets open for a return pass received with a quick
stop in the free-throw lane, and tosses the ball underhand above the rectangle level to
simulate a defensive rebound (figure 8.18). Player X1 angle jumps to the ball, captures
the ball with two hands, brings the ball to the forehead, makes a front turn on the right
pivot foot, makes an outlet pass to X4, and takes the place of X4. Player X4 passes to
X3 X3
X2 X2
2
1 X1 3
X4 X5 X4 X5
2
Ball
1
X1
a.a bb
Figure 8.18 Rebound and outlet drill for defensive rebounding: (a) start and (b) continuation.
E3888/Krause/fig.08.19b/281603/pulled-alw/r1
E3888/Krause/fig.08.19a/281602/pulled-alw/r2
206 Basketball Skills & Drills
X2 and then goes to the back of the line. The sequence is repeated on the other side
with players X2, X5, and X3.
Variation: The outlet lines can be placed at the half court, and the “D” rebounders can
use the two-dribble push, quick stop, and pass to outlet the ball.
Rebound Number
Purpose: To practice seeing the opponent and the ball when a shot is taken.
Equipment: Ball and basket.
Procedure: Divide players into pairs, with two or three pairs per basket. Put two p layers
on offense and two on defense; one offensive–defensive pair on each side of the lane,
halfway between the baseline and the free-throw line. A coach is positioned at each of
the free-throw lines with a ball. The defensive player on each side of the lane in basic
position guards the offensive player. The offensive players begin to move to get open. The
coach can pass to them if they get free. Otherwise, the coach takes a shot and each
offensive player immediately raises a hand and holds up a certain number of fingers as
they rebound. The defensive players try to block out the offensive players and get the
rebound. If one of the defensive players gets the rebound and both defenders correctly
name the number of fingers their offensive opponent held up, the offensive players move
to play defense during the next repetition of the drill.
Garbage Drill
throws until they are rotated into the game. A coach or manager
is positioned at each basket to shoot the ball (intentionally miss-
ing) and acts as a passing outlet for the rebounder. See figure
8.19. The rules of competition are as follows:
• Play starts with a missed shot.
• All three players attempt to get the rebound.
C
• The player who obtains the rebound is on offense, and the
other two players become defenders. Rebounders use scor-
ing moves; all shots must be taken in the free-throw lane
Extra players without dribbling.
• The rebounder may outlet to the coach and get open for a
return pass in the lane.
Figure 8.19 No babies allowed (NBA)
• There is no out-of-bounds boundary for play.
rebounding.
E3888/Krause/fig.08.21/281606/pulled-alw/r1 • Three scored baskets allows a player to rotate out (other
players retain their totals). When starting, the best variation is one scored basket
to move out of the drill and into the line feeding players into the drill.
• Significant fouls are the only ones called by the coach. A player may lose a score
by fouling or by not playing defense.
Individual Rebounding
Options
• Toss the ball against the backboard or above the rim with a two-handed underhand
toss to create a rebound—an angle jump to capture the ball and make an offensive
scoring move (overhead; chin and score; chin, shot fake, and score). Assume a
miss.
• Toss the ball to create a defensive rebound—make a quick outlet pass to the toss-
back or the partner or use a two-dribble push to clear the ball.
• Advanced—players jump as high and as quickly as they can; they pop the ball with
two hands against the backboard on each jump.
• Place the ball on the free-throw lane block—grab it with two hands, explode to the
backboard, and score from 2 feet (.6 meter) without gathering—capture, chin,
explode to basket. Place the ball on the opposite block and repeat.
• Super rebounds—start outside the lane and pass the ball off the backboard to
the other side of the lane. Take one step, jump over to get the rebound, and land
outside the lane on the other side. Repeat five times and finish with a power move
score.
Rebounding 209
War Rebounding
Team Offense
C oaches should instill in players the confidence to go all out—to have fun, to learn
and improve, and to take chances and make mistakes, especially on offense. By
preparing players to handle all situations and improving their basketball IQ, coaches
can strengthen their confidence that they can be successful.
The following areas should be covered to prepare the team for all situations:
general offensive principles, responsibilities of players at each offensive position,
offensive team tactics, and special situations for team offense.
F1
Backcourt
players
Center
Frontcourt or post
G1
players
G2
F2
Guards Forwards
Figure 9.1 Player positions.
E3888/Krause/fig.09.01/281608/pulled-alw/r2
Guards. Guards grouped together are usually called the team’s backcourt. This
grouping can be broken down further into point guards (normally the best ballhandler
and often the player who directs the team on the floor) and shooting guards (also
called big guards or off guards). Because of their dribbling ability, point guards can often
create a scoring chance for a teammate (such as the shooting guard) by penetrating
and passing, that is, by driving past defenders to the basket and passing to an open
or unguarded teammate (penetrate and pitch or drive and dish). Point guards are
called playmakers because they direct teammates and create scoring opportunities.
The point guard is usually among the best ballhandlers on the team and should also
be a leader who can become the coach on the floor. Choose shooting guards from
among the best shooters, scorers, and ballhandlers on the team.
Forwards. Forwards are sometimes called corner players because their normal offen-
sive position is in the corner of the frontcourt. Most teams play a small forward and
a big forward (sometimes called the power forward or strong forward). The small
forward is more of a swing player who can play guard or forward and who plays
facing the basket, where good ballhandling and outside shooting are essential. The
big forward is often a strong rebounder who swings from outside to inside (back to
the basket). Small forwards should be able to play as combination guard–forwards,
handle the ball well, play outside on the perimeter, and rebound. Big forwards must
be combination forward–centers.
Center or Post Player. Choose players for the center position from among the
biggest players, those who relish playing inside, near the basket, where contact and
congestion are readily accepted. The center is usually the biggest player, who plays
inside around the free-throw lane in the high post (near the foul line) or in the low
post (close to the basket) and outside the free-throw or three-second lane with
the back to the basket. The center and two forwards are collectively known as the
frontcourt.
214 Basketball Skills & Drills
3 1
5 5 1
4 2
or
4
aa b
b
E3888/Krause/fig.09.02a/281609/pulled-alw/r2
3
E3888/Krause/fig.09.02b/281610/pulled-alw/r1
1 X X
Veer
2
or
cc
Figure 9.2 Primary fast breaks: (a) starting after defensive rebound, (b) spreading out and filling the lanes,
and (c) completion of three-lane fastE3888/Krause/fig.09.02c/281611/pulled-alw/r2
break.
2 1 3
Trailer
X1
Critical Cue:
Secondary Fast Break: Transition From Defense to Offense
Two-lane fast break:
split the floor and If a primary fast break (outnumbering the defense 3-on-2, 3-on-1, or 2-on-1) is not
go to the glass. available, teams should develop a secondary fast break. This move keeps pressure
on the defense by taking the ball up the side to the baseline (flattens or collapses
the defense), posting a player inside, and reversing the ball to the second side before
flowing into the set offense. A secondary fast break is shown in figure 9.4.
X4 X1
5
X3 X5
1 X2
1
Middle
5 short
4
4
1
2
a b Sideline
a
Figure 9.5 Press offense—get the ball in quickly: (a) get the ball in; (b) press offense when trapped.
1
X2 2
Cup
X1 X4 Middle
short
5 4
3
Sideline
cut
X3 Middle
Basket long
X4 threat
Figure 9.6 Beat the trap: form the three-player cup (O3, O5, O2) with a basket threat.
E3888/Krause/fig.09.06/281617/pulled-alw/r1
Sideline
Safety 3
valve
4
5
Middle
short
Middle
long
New
safety
can come to the ball directly behind the trap (usually not defended) for a pass. The
ballhandler can use a rear turn to protect the ball and make the pass. The safety
valve player should attack the press immediately.
Set Offense
If the defense is set and waiting after the primary and secondary fast breaks, a set
offense should be used to get a good shot. The team should get into a basic start-
ing formation and then use the fundamental skill moves with and without the ball
to create scoring opportunities. This basic set or formation may take a variety of
starting positions. Coaches should select a preferred starting formation that fits
personnel and favored tactics.
The 2-2-1 Give-and-Go Offense. The first team play in basketball was the two-
man play called give-and-go or pass-and-cut. This play is the basis of this offense, a
two-person play in which the passer passes to a catcher and cuts to the basket for a
possible return pass as the foundation play. This play is started from a four out–one-
in, two-guard and two-forward set, as shown in figure 9.8 (which also shows possible
give-and-go, or pass-and-cut, options). It can be initiated by any two players at any
time. Basic rules of the offense are the following:
1. The court middle is the cutting highway. Cutters must cut through the middle
after a pass, go toward the basket, and clear the middle in two seconds. This
cut controls the defense.
2. Players should read and react to defenders: pass and cut against the sag (soft)
defense, cut in front of defenders when possible, and backdoor on defensive
overplay.
3. Cutters can post up briefly, but then must clear the middle area.
4. Players should make a catching spot available to the passer, space themselves
15 to 18 feet (4.6 to 5.5 meters) away, and meet the pass.
5. Against zone defenses, cut through the middle of defensive gaps or holes. Drive
into gaps after a catch.
6. Offense is player generated (much freedom) and rule based. The penetrating
cut is the key.
7. The post player is stationed on the low post near the block; responsibilities are
to rebound the weak side and be ready for the strong-side 2-on-1 dumpdown
on cut or pass penetration. The post player may post up when the ball is on
that side and flash post for a layup only occasionally when the defender is not
alert.
8. Some optional moves also can be used by verbal call:
• Perimeter screen on the ball
• Perimeter pass and screen off the ball
• Perimeter drive on clearout on one side of the floor
• Flash post by cutters (two-second rule)
9. On traps or double-team, players should pass to the middle cutter in a hole
or to another player coming to the ball (emergency).
5 5
4
3
or
2
1
1
a b
5
E3888/Krause/fig.09.08a/281619/alw/r3 5
E3888/Krause/fig.09.08b/281620/alw/r3
c d
5 5
E3888/Krause/fig.09.08c/281621/alw/r2 E3888/Krause/fig.09.08d/281622/alw/r2
or
4
3
2 1
e f
Figure 9.8 Pass-and-cut offensive variations: (a) go—forward cut, (b) go—guard cut, (c) go—
guard around, (d) guard ball pick, (e) guard to forward pass-and-cut or post flash, (f) guard to
forward pass-and-cut to post up.
E3888/Krause/fig.09.08e/281623/alw/r3 E3888/Krause/fig.09.08f/281624/alw/r3
219
220 Basketball Skills & Drills
10. Offense can be run from full court, three-quarter court, or half court. The move-
ment of the ball and the cutters is more important than the formation or the
set. Coaches should watch player spacing. Players should cut with a purpose;
they may go on the same side or on the opposite side on the middle clear.
11. Offense teaching progression:
• 2-on-0, 2-on-2 (guard, forward)
• 3-on-0, 3-on-3, 3-on-3 with the weak-side post
• 5-on-5 half court, full court
The 1-4. The 1-4 double high-post set is a formation that requires a good point
guard. It is difficult to press, there are four possible entry passes, and the offense
needs two inside players (figure 9.11).
Team Offense 221
4 5 4 5
2 3 2 1
1 1
a b
E3888/Krause/fig.09.10b/281627/pulled-alw/r4
E3888/Krause/fig.09.10a/281626/pulled-alw/r4
4 5 4
5
2 2 3
3
1 1
c d
E3888/Krause/fig.09.10c/281628/pulled-alw/r3 E3888/Krause/fig.09.10d/281629/pulled-alw/r2
4
5
2 3
Figure 9.10 1-2-2 offense: (a) Give-and-go from the point. (b) Give-and-go on wing-to-corner
pass. (c) Backdoor cut by the wing. (d) Backdoor cut by the corner. (e) V-cut to the post area
and go back.
E3888/Krause/fig.09.10e/281630/pulled-alw/r3
The 1-3-1. The 1-3-1 high-to-low post set has a point guard in front; it positions
forwards for individual moves and requires two inside players (the high-post player
must be able to face the basket). See figure 9.12.
The 1-2-2 Stack. Coaches might consider using a 1-2-2 stack formation, which
calls for a point guard in front, one open side for individual moves, and a stack on
222 Basketball Skills & Drills
the other side. This set may be used with one player (O4) cutting to any position,
while the other stack player acts as a screener and then takes up a single-post posi-
tion (O5). The stack allows a variety of cuts by player O4, as shown in figure 9.13.
The 2-2-1 or 2-3 Set. The final possibility for an offensive formation is the tra-
ditional 2-2-1 or 2-3 set (figure 9.14). This is a two-guard front with a single post
(high or low). The sides and corners of the court are open for forward moves. The
2-3 formation is more vulnerable to pressing defenses.
2 4 5 3 4
2 3
1 5
Figure 9.11 A 1-4 set or formation (point Figure 9.12 A 1-3-1 high-to-low post set.
O1, two wings O2 and O3, and two posts O4 and E3888/Krause/fig.09.12/281632/pulled-alw/r1
E3888/Krause/fig.09.11/281631/pulled-alw/r1
O5), sometimes called a double high post.
4
or
5
5
or
5
2 3 3 4
1 2
Figure 9.13 A stack set with a one-player Figure 9.14 A 2-2-1 or 2-3 set (high or low
front. post).
E3888/Krause/fig.09.13/281633/pulled-alw/r3 E3888/Krause/fig.09.14/281634/pulled-alw/r1
Zone Offense
Against a zone defense, coaches can opt for the modified, recommended give-and-
go offense or may select another formation. In any case, teach players to use the
following rules:
• Perimeter players align in the gaps on the perimeter and step up into shooting
range (figure 9.15).
Team Offense 223
1
1
3 3
Rim 2
2
cut
Through
cut
4
4 or 5 5
or
Overload
a b
Figure 9.16 (a) Point cuts through the zone. (b) Wing cuts through the zone.
E3888/Krause/fig.09.16a/281636/pulled-alw/r2
E3888/Krause/fig.09.16b/281637/pulled-alw/r2
1
1 2 X
2
5
3 X X 3
5
or
4 X X 4
a b
Figure 9.17 (a) Screen the zone low. (b) Screen the zone inside.
E3888/Krause/fig.09.17a/281638/pulled-alw/r2
E3888/Krause/fig.09.17b/281639/pulled-alw/r2
224 Basketball Skills & Drills
2 1 3 2 1
3
Shooter
Screen
and roll
Shooter
Pick
and pop
4 5 4 5
3 2 1
2 1
5 4
4 5
Last-Second Shots. The last-second shot, diagrammed in figure 9.25, may be used
in the delay game or in any situation where a move to the basket is made with 8 to
10 seconds remaining, depending on the level of play (younger players need more
time), allowing time for a good shot opportunity, a possible offensive rebound,
and a second shot, but not enough time for the opponent to get a good shot at the
other end of the court.
No matter what offensive situation, formation, play, or system is chosen, execution
is the key—it is not what players do but how well they do it. Practice these special
situations using the clock.
3 X1
X3 X2
5 4 X4
or or X5
3 2
1
Offensive
open spot
X4 3
2
5
X5 4
X3 X2
Defensive
open spot 5 4
X1
Figure 9.24 Jump ball. Figure 9.25 Last-second shot. O4 and O5
cross under the basket while O2 and O3 slide
into scoring position and are ready to shoot.
E3888/Krause/fig.09.25/281647/pulled-alw/r1
E3888/Krause/fig.09.24/281646/pulled-alw/r1 O1 has four passing options.
Team Offense 227
Run Sprint
backward
4 Rebound
first
5
Shot
3
1
Fullback
Figure 9.26 Defensive transition.
E3888/Krause/fig.09.26/281614/pulled-alw/r1
• Tailbacks—all other players, when the shot is taken, are responsible for going
to the offensive boards (assume a miss) until the opponents get the ball or a basket
is made. When that happens, all four players sprint to half-court, seeing the ball
over their inside shoulder while running backward to their defensive assignment
(i.e., they get their tails back on defense) if they are not outnumbered. Most teams
use three tailbacks with the fourth player (usually the shooter) used as a rebounder
at the free-throw line or a long rebounder, who then transitions to defense early
and becomes a halfback who is responsible for stopping the ball coming up the
court.
Variations of the plan can be developed for special situations (e.g., to pressure
the rebounder, to stop the ball coming up the floor, etc.).
3
X3
2
X2
b
Troubleshooting
Most offensive errors occur because of improper sequential and progressive devel-
opment. It is critical to go slowly and carefully with no defenders, then 5-on-0 at
game speed to get spacing and timing. Only then can defenders be added to simu-
late game conditions; first use a dummy, then live in all variations of defense so
offensive players learn to read and respond properly to all defensive situations.
228
Team Offense 229
Purpose: To teach movements and assignments for basic team offensive formation.
Equipment: One ball, five players, and half court.
Procedure: Five players at a time take the court to practice team offensive formations,
plays, or movements, and individual assignments within the team offense. The offense
should be initiated from all situations: backcourt, frontcourt, out-of-bounds, and free
throws. Offensive play should be completed with a score each time (rebound each shot),
and transition should be made to half-court. This drill includes five offensive players at
a time and no defenders.
Options
• Half court offense—all sets
• Half court to full court (defense to offense)—after made or missed baskets; press
offense; secondary fast break; set offense
• Half-court defense to full-court offensive options to defensive transition
On all offensive shots, assume a miss and make a transition (always rebound until the
basket is made). Players should always make a transition to half-court on all drills whether
a shot is made or missed.
Purpose: To teach team offense and defense in a progressive manner that culminates
in 5-on-5 competition.
Equipment: Ball, basket, and half court or full court.
Procedure: Five defenders and five offensive players practice team play. They should
practice all offensive situations in order to prevent surprises at game time. The pro-
gression is to have defenders play dummy position defense and then no-hands defense
(players may grasp the jersey in front), before going to game-like offense and defense
with no restrictions and different defensive tactics.
Play should continue until the offense transitions to the other end of the floor (i.e., go
from half court to full court).
Options
• Half court only
• Half-court make-it-take-it, full-court transition on misses
• Half court to full court (defense to offense transition—press offense, fast break,
set offenses)
• Full court—stop for corrections, shooting drill breaks (field goal, free throw)
230 Basketball Skills & Drills
Purpose: To teach the fundamentals of two-lane and three-lane fast-break offensive and
defensive plays.
Equipment: One ball, 10 to 16 players divided into two teams, and a full-court space.
Procedure: The two teams are aligned as shown in figure 9.27, with opposing teams
at half court. One team is selected to start on defense at one end of the court; the
other team starts on offense at half court.
X2 X3 X4
X1
3 4
Figure 9.27 Blitz fast break: 2-on-1.
The drill begins when player O1 crosses the half-line with the ball for a 2-on-1 fast-break
E3888/Krause/fig.09.27/281648/pulled-alw/r1
situation; player X2 is allowed to help X1 in the outnumbered situation after touching the
center circle. The defender X1 should bluff, anticipate, and delay the offensive duo in
the two-lane fast break until X2 can recover to help—talk and get both players covered
if they don’t complete the break.
When the basket is made or missed, X1 or X2 captures the ball and advances the ball in
a two-lane fast break toward the other basket. As soon as the X team gains possession
of the ball, the next O player, O3, touches the center circle and becomes the defensive
safety (figure 9.28). When X2 crosses the half-line with the ball, O4 can sprint to defense
after touching the center circle. The drill usually continues to nine baskets. Score can
be kept on the scoreboard. Coaches should officiate.
The other blitz fast-break option is the three-lane fast break, 3-on-2, with at least twelve
players to form the two teams. The alignment is shown in figure 9.29. The two defenders
usually align in tandem with the inside player forward (X4) and the outside player (X1)
covering the basket and taking the first pass on a closeout.
The other defender sprints to help as soon as the middle ballhandler crosses the half-
court line. Then dribbler O1 veer dribbles to one side after reading the back defender X1
and passes to the open teammate. When defenders on the X team get the ball, they
form a three-lane fast break to the other end, with the ball in the middle. As soon as the
Team Offense 231
X3 X4
1
X2
X1
2
3 4
Figure 9.28 2-on-1 blitz fast break, part two.
E3888/Krause/fig.09.28/281649/pulled-alw/r1
X3 X2 X5 X6
1 X4
X1
2 5 6
Figure 9.29 3-on-2 blitz fast break.
E3888/Krause/fig.09.29/281650/pulled-alw/r1
X team gains the ball, the next two O players, O2 and O5, sprint to defense after touching
the center circle. The drill runs continuously until one team reaches 10 baskets.
Options
• 2-on-1 blitz.
• 3-on-2 blitz.
• Start sideline players at the top of the key; have the defender touch the top of the
key circle before going to the other end.
232 Basketball Skills & Drills
2 4 3 5 1
X4 X3 X1 C X2 X5
Team Defense
C oaches should build the team on a solid foundation. Defense, one of the most
concrete and unchanging elements of the game, can be the most consistent phase
of team play and should be the heart of a team’s strength. A team that prevents its
opponents from getting good shots is tough to beat.
In addition, because younger players have limited individual and team offensive
skills, team defense can be an even more dominant aspect for beginners. Convince
Critical Cue: players that defense is the key to building a foundation for team play. Beginners have
Prevent easy scores
(allow only one
trouble understanding the relation between defense and preventing opponents from
contested shot). scoring and winning games and need to be convinced that defense and preventing a
score by opponents are as important as scoring points for their own team.
Defense tends to be reactive rather than proactive—a defender usually reacts to the
moves of an offensive player. Players must learn to be aggressive and initiate action on
defense; teach players to act—not react—when playing defense. With determination
and practice, a team can develop effective defensive play that is more proactive.
Team defenses are based on individual defensive fundamental skills. Motivate
players to develop pride in their ability to play defense. Any team can be made better
by developing a sound team defense.
A basic precept of team defense is to prepare players for action and to prevent
problems. For example, a player in quick stance can often anticipate moves by offen-
sive players before they are made and then take those moves away. Teach players to
be ready for anything, which means being prepared to defend against an opponent’s
best offensive moves. This preparation makes the defender mentally and physically
ready for secondary offensive moves by an opponent. Players should get in a defensive
quick stance and stay in that stance—a measure of team defense.
One main objective of any defense should be to make the other teams do things
that they do not want to do. Offense depends on confidence and rhythm, which
players can disrupt on defense. Take away the opponents’ strengths—make them
learn how to play differently during games. This forces offenses to perform second-
ary moves and options instead of moves that are their strengths—which is especially
Critical Cue: difficult to do during games. Make them play to their weaknesses by taking away
Take away the
offensive player’s their strengths. Defense is a game of give and take; if players take something away,
best move or strength. they will likely give up something in return. This applies to strengths and weaknesses
as well as each defensive level and category of defense.
Communication is the glue that holds team defense together. For effective defense,
teams need to develop and implement excellent communication skills—verbal and
Critical Cue: nonverbal, talking and listening. In the team sport of basketball, players cannot com-
Can’t talk too much municate too much, and coaches cannot emphasize communication too much.
on defense.
Team defense also depends on the effectiveness of team offense (ballhandling
and taking good shots). Efficient offense tends to energize and complement team
defense, as well as take the pressure from the defense and make it more proactive.
Figure 10.1 Levels of defense—defending and protecting the basket on the right.
defense, defenders usually allow the first inbounds pass and then pick up offensive
E3888/Krause/fig.10.01/281653/pulled-alw/r1
players near the free-throw line or the top of the offensive circle. The most common
pickup point is at midcourt, where the opponents are first guarded at the half-court
line. Half-court player-to-player team defense is recommended for most players of
elementary to junior high school age. Coaches can also activate team defense at
the top of the defensive key. This quarter-court defensive level is used if the other
team has greater individual talent. It is the foundation level. As teams get better at
defense or have better talent, the level of defense can be increased.
A team defensive level set at full court or three-quarter court puts more pressure
on opponents but forces an increase in court coverage. This level takes away the
free movement of opponents in the backcourt but gives the opponent the possible
advantage of beating the pressure and getting an easy score from an outnumbered
situation.
Defensive Categories
Team defenses fall into three general categories: player-to-player, in which each
defender is assigned to a specific offensive player to guard or defend against; zone,
in which each player is assigned a specific area of responsibility depending on the
position of the ball and the offensive players; and combination, having elements Critical Cue:
of both player-to-player and zone defenses. All defenses can be started at different Use only player-to-
levels and with various amounts of pressure (proactive pressing rather than reactive player defense for
sagging defense). young players through
eighth grade (ages 13
to 14). No pressing
Player-to-Player Defense defenses until players
are in junior high
Coaches should emphasize player-to-player as the basic defense for all players. The school (at the earliest).
player-to-player defensive approach is valuable because the techniques can be applied
in all defenses; it should be the primary, and probably the only, defense used for
elementary to junior high school levels of play.
236 Basketball Skills & Drills
Elementary, middle, and junior high school teams often use defenses and pressing
tactics to take advantage of lower skill levels in perimeter shooting and ballhandling.
This approach hinders the long-range development of young players and should
be discouraged. Players at these age levels should focus on fun and fundamentals,
with everyone getting a chance to play in every game in order to use strengths and
work on weaknesses.
If players in this age group learn the basics of player-to-player defense, they can
adapt to other defenses later. Player-to-player defense is also the most challenging
and most personally rewarding type of defense. No defender can hide: The offense is
likely to score an easy basket after any defensive lapse, with personal accountability
specifically ensured. As a result, player-to-player defense promotes individual respon-
sibility to the team. The basic principles of the defense are explained in chapter 7.
Zone Defense
Zone defense assigns each player defensive responsibility for a certain area or zone,
rather than for an individual offensive player, and it focuses more on the ball. Zone
defense usually changes as the ball moves and is designed to protect a limited area
of the court. Zone defenses are often weaker in the gaps or seams between defenders
and on the outside, but they can be modified to disguise those weaknesses.
Zone defenses can be designed to give and to take away; sagging zones give up
more outside shots but take away the inside. Lane or pressure zones take away out-
side shots but may be vulnerable inside.
Zones can also be changed to lane defenses that are designed to intercept passes,
trapping defenses (two players double-teaming one offensive player with the ball),
or sagging defenses where the inside area near the basket is heavily protected.
The 2-3 Zone. The most commonly used zone defense is the 2-3 zone. Figure 10.2a
shows the basic coverage areas of this defense; figure 10.2b shows the weak areas.
Coaches can use this defense when playing a team with a good post player or when
they need to ensure good corner coverage. Figure 10.3 shows that the players shift
with the ball in various positions.
X1 X 2 X1 X2
X3 X4
X5 X3 X5 X4
a.a bb
Figure 10.2 The 2-3 zone defense: (a) coverage and (b) weakness areas.
E3888/Krause/fig.10.02b/281655/pulled-alw/r1
E3888/Krause/fig.10.02a/281654/pulled-alw/r1
Team Defense 237
X1 X2 X1 X2
X5
X3 X4 X4
X3 X5
a.a b.
b
Figure 10.3 The 2-3 zone (a) with the ball on the wing and (b) with the ball in the frontcourt
E3888/Krause/fig.10.03a/281656/pulled-alw/r1
corner.
E3888/Krause/fig.10.03b/281657/pulled-alw/r1
The 1-3-1 Zone. The 1-3-1 zone defense is also commonly used to cover the high
post and wing area: It is strong in the center, the wings, and the point. The coverage
and gaps are shown in figure10.4. The shifts of the 1-3-1 zone are shown in figure
10.5, with the ball in the corner and on the wing, respectively. Most zones revert to
a 2-3 formation with the ball in the corner.
The 1-2-2 Zone. The 1-2-2 zone defense has good coverage on the perimeter but
is vulnerable inside. Its coverage and weakness areas are indicated in figure 10.6.
The movement and shifts of this 1-2-2 zone (figure 10.7) are similar to those for
the 1-3-1 zone.
X1
X1
X2 X4 X4
X5 X2 X5
X3 X3
a.a bb
Figure 10.4 The 1-3-1 zone defense: (a) coverage and (b) weakness areas.
E3888/Krause/fig.10.04a/281658/pulled-alw/r1
E3888/Krause/fig.10.04b/281659/pulled-alw/r1
X2 X1 X2 X1
X4
X5
1
X3 X 5 X4 X3
a.a bb
Figure 10.5 The 1-3-1 zone (a) with the ball in the corner and (b) with the ball on the wing.
E3888/Krause/fig.10.05a/281660/pulled-alw/r1
E3888/Krause/fig.10.05b/281661/pulled-alw/r1
X1 X1
X2 X3 X2 X3
X4 X5 X4 X5
a.a bb
Figure 10.6 The 1-2-2 zone defense: (a) coverage and (b) weakness areas.
E3888/Krause/fig.10.06a/281662/pulled-alw/r1
E3888/Krause/fig.10.06b/281663/pulled-alw/r1
1 1
2
2
X2 X1 X3
X2 X1 4
X4 5
4 X5 5 X5 X3
3 3 X4
a.a bb
Figure 10.7 The 1-2-2 zone defense (a) with the ball on the wing and (b) with the ball in the
corner.
E3888/Krause/fig.10.07a/281664/pulled-alw/r1 E3888/Krause/fig.10.07b/281665/pulled-alw/r1
238
Team Defense 239
Combination Defense
Combination defenses may take several forms. Generally, they
are used to take away an opponent’s strength and confuse
offenses. For example, a triangle-and-2 defense might be used 1 2
against a team with only two good scorers; a box-and-1 could
be used against an opponent with one key player or ballhandler
X1
who is high scoring. X2
Triangle-and-2. Two defenders are assigned player-to-player 3
on selected opponents while three defenders play a triangular X3
zone, as shown in figure 10.8. To use this defense effectively,
4
coaches must decide on the extent of floor coverage and shifts
for the triangle zone defenders. They must also decide how they
X4 X5
5
want the two player-to-player defenders to play (tight, loose,
ball denial, etc.). This defense takes away the effectiveness of
Figure 10.8 The triangle-and-2 combination
two offensive players (usually perimeter players) but is vulner- defense (X1 and X2 player-to-player).
able in other outside shooting areas.
E3888/Krause/fig.10.08/281666/pulled-alw/r1
Box-and-1 or Diamond-and-1. One defender is player-to-player while the other
four play a zone defense near the basket. This works well against a team with one
outstanding scorer or ballhandler. Two forms of this defense are shown in figure 10.9.
Coaches should assign the opposing player who is the best scorer, ballhandler, or
team leader to the best player-to-player defender. Determine who is the key player
for the other team. Then determine how to take away that player’s strength.
This defense takes away the effectiveness of one player, with four zone players used
to help and protect the basket, but it can also be vulnerable to outside shooting.
1
1
X2
2
X1
X1 X2
X3
X3 X4 5 4
X5 3
X4 X5
aa bb
Figure 10.9 (a) The diamond-and-1 combination defense. (b) The box-and-1 combination
defense.
E3888/Krause/fig.10.09a/281667/pulled-alw/r1
E3888/Krause/fig.10.09b/281668/pulled-alw/r1
Pressing Defenses
Player-to-player pressure defenses can be played at any level: half court, three-quarter
court, or full court. All basic principles apply, but helping situations are much more
challenging as the defense expands to full court. A premium is placed on individual
240 Basketball Skills & Drills
defenders’ stopping and pressuring the ballhandler because of the greater floor area
to cover. This type of pressure defense was first developed in the 1940s in men’s
college basketball and has become commonplace today, especially on teams with
greater athletic talent.
Zone pressure defenses can be played at all levels. Probably the most famous
instance of a full-court zone press was popularized in the unprecedented success
experienced at UCLA under John Wooden. The staple of his first national collegiate
championship team was the full-court 2-2-1 zone press, as shown in figure 10.10.
Zone presses tend to speed up game tempo, whereas player-to-player pressure
defenses may slow the tempo.
This press is usually used as a containing press, keeping the ball out of the middle,
that sets at least one sideline trap before half court (figure 10.11). Player X1 covers
the middle, X5 covers the sideline, and X3 protects the basket on this trapping
sequence.
X1 X3
X5
X2
X4
E3888/Krause/fig.10.10/281669/pulled-alw/r1
4
X1 2
X3
X5
5 X2
X4
1
3
E3888/Krause/fig.10.11/281670/pulled-alw/r1
Team Defense 241
Coaches need to make decisions about when to trap (usually when the dribble
comes to the defense and near the half-court line), how to rotate, whether to use
continuous trapping, when to drop back to the regular half-court defense, and what
type of defense to transition into on the half court. With player-to-player defense,
one method is to retreat to the basic defense after one trap: protect the basket,
stop the ball, and pick up all open players (in that order). Communication is a key
in that transition.
A half-court zone press is exemplified by the 1-3-1 defense used by the Kentucky
team, coached by Joe B. Hall, that won a national championship in 1978. The basic
set is an extended 1-3-1, shown in figure 10.12.
The perimeter players X3, X4, and X2 play in the passing lanes and force the offense
to pass over the top (slower passes). The ball is forced into the corners and trapped,
as shown in figure 10.13.
2 X2 5
X3 X5 X1
1
X4
E3888/Krause/fig.10.12/281671/pulled-alw/r1
X3
X3
X2
X4 X5 X2
X4 X5
X1
X1
a b
2
X2
b
242
Team Defense 243
Troubleshooting
The biggest challenge on defense is to get players to play as hard as possible at this
end of the floor. Especially on defense, coaches cannot coach well unless players
play extremely hard with maximum effort. Convince players that they can’t be
successful without an all-out effort. Part of that effort is to give maximum mental
effort, which requires high levels of communication for defensive effectiveness. Be
your best on defense, both physically and mentally. The “mad dog in a meathouse”
approach does work on defense. Playing as hard as you can and as long as you can
is a good defensive rule to follow.
Purpose: To break down all situations of two-person and three-person offensive play
and to learn to defend them in a team situation.
Equipment: Ball, half court, 8 to 12 players.
Procedure: Each practice can emphasize a selected offensive situation to defend. Pre-
pare the team for all situations (no game surprises). Set up a drill rotation; offense to
defense to off-court.
Options
• On-the-ball screens
• Off-the-ball screens
• Double screens
• Use of traps
• Two out, two in (perimeter, post)
• Four outside players, flash post on the cut
• Give-and-go moves
244 Basketball Skills & Drills
Options
• 3-on-3
• 4-on-4
• 5-on-5 team offense and defense
245
246 Drill Finder
Warm-up Conditioning
Drill Level Specific focus component component Page
Ballhandling (continued)
Mass Dribbling Basic Basic ballhandling skills of dribbling ✓ 66
Full-Court Dribbling Basic Ballhandling skills of dribbling ✓ 67
Wall Dribbling Intermediate, Ballhandling skills
68
advanced
Ballhandling Basics Basic Basic dribbling, passing, and
✓ 69
catching skills
Shooting
Line Drill: Shooting Basic Shooting in a simulated game
99
Addition situation
Layup Progression Intermediate Proper and quick execution of
✓ 101
Shooting game-type layups
Field-Goal Progression Basic, Improved shooting through
intermediate, feedback ✓ 102
advanced
Soft Touch or Killer Basic, Shooting mechanics and
Shooting intermediate, confidence building ✓ 104
advanced
Groove It Shooting Drill Intermediate Evaluating shooting effectiveness
105
and range
Pairs or In-and-Out Intermediate, Shooting in a 2-on-0 game
✓ 105
Shooting advanced simulation; all shooting situations
Make-It-Take-It Row Basic, Self-testing shooting skills
Shooting intermediate, ✓ 106
advanced
Individual Drill for Basic Mechanics of shooting hand and
107
Grooving the Shot balance hand; increasing shot range
Field-Goal Correction Basic Troubleshooting
107
Drill
Free-Throw Progression Basic, Free-throw shooting fundamentals
intermediate, ✓ 108
advanced
Foul-Shot Golf Basic Free-throw shooting 109
Knockout Shooting Intermediate, Shooting in a competitive situation
109
advanced
Row Plus Free-Throw Intermediate, Competitive shooting
110
Shooting advanced
Footwork and Field Intermediate, Competitive shooting
110
Goals (or Free Throws) advanced
Mental Practice Drill Intermediate, Building shooting confidence
for Field-Goal and Free- advanced through automatic verbal prompts, 111
Throw Shooting shooting rituals, and self-evaluation
Outside Offensive Moves: Playing the Perimeter
Warm-Up for Perimeter Basic Warm-up for fundamental skills
✓ 127
Players
Line Drill: Live-Ball, Basic Live-ball and dead-ball moves;
Dead-Ball, and review of dribble moves
✓ 127
Completion Moves
Addition
Outside Moves Using a Basic Outside moves
✓ ✓ 128
Spin Pass
Closeout: 1-on-1, 2-on- Basic, All outside moves
2, 3-on-3, 4-on-4 intermediate, 129
advanced
1-on-1 Drill Basic, 1-on-1 competition for perimeter
intermediate, players ✓ 129
advanced
Drill Finder 247
Warm-up Conditioning
Drill Level Specific focus component component Page
Outside Offensive Moves: Playing the Perimeter (continued)
Partner Penetrate and Basic, Live-ball moves; passing to
Pitch Drill intermediate teammate for score at completion 130
of dribble drive
Timed Layups Basic Ballhandling and layup shooting ✓ 131
Perimeter Game Intermediate, All perimeter moves with the ball
✓ 131
advanced
Inside Offensive Moves: Playing the Post
Post Warm-Up Drill Basic Basic post skills ✓ 146
Line Drill: Post Player Basic Proper footwork
✓ 147
Starts, Turns, and Stops
Post Pair Drills Basic Post stance, passing and catching,
✓ 148
and chinning the ball
Spin Pass Post Moves Basic Individual offensive post moves ✓ 149
Post Progression Drill Basic, Offensive post moves
intermediate, ✓ 149
advanced
Big Spacing and Post Intermediate, Triangle spacing; big spacing
150
Feeding Drill advanced
All-American Post Advanced All offensive post moves
✓ ✓ 151
Workout
2-on-2 Feeding the Post Intermediate, Offensive and defensive post play
Drill advanced skills; passing to post players;
152
movement after the pass for a
return pass
Mikan Drill Basic, Footwork; ballhandling; layup
intermediate, shooting close to the basket ✓ ✓ 152
advanced
5-on-5 Post Passing Drill Advanced Post players: getting open,
catching, post moves, passing from
the post position while reading and
reacting to defenders; Defensive 153
players: double-teaming post
players, rotating to the ball on
passes from the post
Post Score Through Intermediate, Capture and chin the ball
✓ 153
Defense (Over and Back) advanced
1-on-1 Post Cutthroat Basic, Post offense and defense in 1-on-1
intermediate, live format ✓ 154
advanced
Individual Defense
Stance and Steps Basic Defensive stance and power push-
✓ 177
Progression step (step-slide) technique
Moving Stance and Steps Basic Individual defensive stance and
✓ ✓ 178
steps
Line Drill: Individual Basic Individual defensive skills
✓ 179
Defense
On-the-Ball and Off-the- Basic Quick adjustment to on-the-ball
Ball Drill: 2-on-2 and off-the-ball positions while
179
defending penetration (help and
decide situations)
Closeout Drill Basic Closing out on off-the-ball offensive
✓ 180
player
Closeout Drills: 1-on-1, Intermediate, All outside moves of perimeter
✓ 181
2-on-2, 3-on-3, 4-on-4 advanced players
Defensive Slide Drill: Basic Individual defensive steps
181
Moving Stance and Steps
248 Drill Finder
Warm-up Conditioning
Drill Level Specific focus component component Page
Individual Defense (continued)
Half-Court Drills: 2-on- Intermediate, Individual defensive skills
✓ 182
2, 3-on-3, 4-on-4 advanced
Half Court Plus Intermediate, Individual defensive skills; transition
Transition: 4-on-4 advanced from defense to offense after ✓ 182
defensive rebounding
Rebounding
Line Drill: 2-and-2, Basic 2-and-2 and capture and chinit
Capture and Chin rebound techniques ✓ 202
Rebound Addition
Line Drill: Defensive Basic Defensive rebounding techniques
✓ 204
Rebound Addition
Line Drill: Offensive Basic Offensive rebounding; getting past
Rebound Addition the defender to block out, getting
✓ 204
to a gap, making contact to move
the defender closer to the basket
Rebound and Outlet Intermediate, Taking a defensive rebound off the
Drill advanced backboard and making an outlet 205
pass
Rebound Number Basic Seeing opponent and ball when a
206
shot is taken
Closeout and Blockout Intermediate, Team competition; 1-on-1, 2-on-2,
Drill advanced 3-on-3 rebounding situations; on- ✓ 206
the-ball and off-the-ball blockouts
Line Drill: Full-Court Basic Offensive rebounding skills
Offensive Boards 206
Without the Ball
Advanced Figure-Eight Intermediate, Controlling the rebound
207
Rebound Drill advanced
Garbage Drill Basic, Scoring on the offensive rebound
✓ 207
intermediate
NBA (No Babies Advanced Aggressiveness
Allowed) or Survival ✓ 207
Rebounding
Individual Rebounding Basic Rebounding skills ✓ 208
Rebound Progression: Intermediate, Rebounding skills
✓ 209
3-on-0, 3-on-3 advanced
Cutthroat Rebounding: Intermediate, Offensive and defensive rebounding
✓ 209
3-on-3, 4-on-4 advanced
War Rebounding Advanced Aggressive defensive or offensive
✓ 210
rebounding
Team Offense
Skeleton Offense Drill: Basic Basic team offensive formation
✓ 229
5-on-0
Team Offense-Defense Intermediate, Team offense and defense
✓ 229
Drill: 5-on-5 advanced
Blitz Fast-Break Drill Intermediate, Two-lane and three-lane fast-break
✓ 230
advanced offensive and defensive plays
Transition Fast-Break Intermediate, Transition basketball
✓ 232
Drill advanced
Team Defense
Half-Court 3-on-3, 4-on- Intermediate, Two-person and three-person
✓ 243
4 (Shell Drill) advanced offensive play
Half-Court to Full-Court Intermediate, Half-court defense and transition
Drills: 3-on-3, 4-on-4, advanced to offense; half-court offense and ✓ 244
5-on-5 transition to defense
Full-Court Drills: 3-on-3, Intermediate, All phases of defense
✓ 244
5-on-5 advanced
References
Bunn, J. 1955. Scientific principles of coaching. Englewood Cliffs, NJ: Prentice Hall.
Carter, J. 2006. Noah’s arc—Building the perfect shot. Palo Alto, CA: Self-published.
Harle, S., and J. Vickers. 2006. Quiet eye improves accuracy in the free throw. Calgary, Alberta: University
of Calgary.
Hays, D. 2006. Developing your shot and offensive moves. Oklahoma City: Self-published.
Jaimet, S. 2006. The perfect jump shot. Indianapolis, IN: Elemental Press.
Krause, J., C. Janz, and J. Conn. 2003. Basketball skill progressions: NABC’s handbook for teaching. Monterey,
CA: Coaches Choice.
Krause, J., and B. Brown. 2006. NABC’s youth basketball coaching handbook: Beyond the backboard. Monterey,
CA: Coaches Choice.
Krzyzewski, M. 2000. Leading with the heart. New York: Warner Books, Inc.
Martens, R. 1997. Successful coaching. 2nd ed. Champaign, IL: Human Kinetics.
Wolff, A. 2002. Big game, small world. New York: Warner Books, Inc.
Wooden, J.R. 1998. Practical modern basketball. 3rd ed. Redwood City, CA: Benjamin Cummings.
249
Index
Note: The italicized f and t following page numbers refer to figures and tables, respectively.
A basic moves without the ball. See decoy moves 28
Abdul-Jabbar, Kareem (Lew Alcindor) movement without the ball defending the live ball
90 Basketball Skill Progressions (Krause) 73 defending dribbler 162
air passes 42-43, 43f. See also passing BEEF principle 74 hand position 161-162, 161f
principles behind-the-back dribble 59-60, 60f push-step technique 162, 163f, 164
assigned moves 28 between-the-legs dribble 61, 61f techniques 160-161, 160f
ATTACK 156-157 Bird, Larry 32 traditional method 164, 164f
blocks. See illegal screens defense, essentials of. See individual
B bounce passes 43, 43f. See also defense
back cuts 32, 33f, 33. See also off-the- passing principles defense, special situations
ball screens; V-cuts Bradley, Bill 110 defensive charge 174-176, 175f
back dribble 58 Brandenburg, Jim 187, 194 help and decide 171-172, 172f
ballhandling Bunn, John 74 screens 172, 173f, 174f
arms mechanics of 40 tactics 170, 171
C
balanced development 40 traps 172, 173, 174f
catching principles 47-49 catching principles
defensive categories
passes, types of 43-47 feet positioning 47-48
combination defense 239, 239f
passing and catching 41 methods of 48-49, 48f, 49f
player-to-player defense 235-236
passing principles 41-43 running through the basketball 47
pressing defenses 239-241, 240f-
triple-threat position 40-41, 40f change-of-pace dribble 54
241f
ballhandling drills chest bounce pass 44, 44f
zone defense 236-237, 236f-238f
ballhandling basics 69-70 chest pass 42f, 43-44
defensive drills
ballhandling drills 62-63 combination defense
closeout drill 180, 180f
full-court dribbling 67-68 box-and-1 or diamond-and-1 239,
closeout drills: 1-on-1, 2-on-2, 3-
line drill: passing and catching 63 239f
on-3, 4-on-4 181, 181f
line drill: stance, starts, and skill triangle-and-2 239, 239f
defensive slide drill: moving stance
breakdown 66 communication
and steps 181-182, 181f
line drill: starts, stops, turns 66 consistency of xii
half-court drills: 2-on-2, 3-on-3,
mass dribbling 66-67 description of xi
4-on-4 182
moving pairs passing 65, 65f echo calls xi
half-court plus transition: 4-on-4
2-on-1 keepaway passing drill 64, primary measure of xii
182
65f skills, areas of development for xi-xii
line drill: individual defense 179
two-player passing and catching Conn, James 73
moving stance and steps 178, 178f
drill 64, 64f Crawford, Joan 184
on-the-ball and off-the-ball drill:
wall dribbling 68-69 credibility with players xii. See also
2-on-2 179, 180f
wall passing 66 communication
stance and steps progression 177
basic body-control drills. See also crossover dribble 54, 54f, 55f
defensive rebounding. See also
movements and positions curl cut 32, 32f. See also off-the-ball
rebounding
description of 16 screens
assuming shot will miss 188, 189
line drill: quick jumps 20-21 Curry, Denise 184
blocking out 188
line drill: quick stance, starts, D dribbling ball 197
steps, jumps, turns, and dead-ball moves find opponent 188, 189
stops 21 crossover step-through move get and keep ball 193-196, 194f-
line drill: quick starts, steps, turns, (advanced) 123, 124f 195f
and stops 19-20, 19f, jump shot 122 go to ball 191, 193, 193f
20f shot fake and jump shot 122 go to opponent and block out
line drill: rebound jumping and spinner (advanced) 123, 126f 188-191, 190f-192f
turns 21 step-through move into one-foot move ball 196-197
line drill: starts, stops, and turns layup (advanced) 123 passing ball 196
21-22 step-through move into power rebounding principles and blocking
mass quick moves drill 17-19 shot or layup (advanced) out 188-197
quick-stance check 17 123, 125f see or hear shot 188, 189
quick-stance mirror 17 using 122 Docheff, Dennis xiii
250
Index 251
254
About the Authors 255
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