Be the Best. Be Proud. Be One. T2C Teaching Basketball Skills

Introduction Introduction Welcome / introductions Administration NCCP – Train to Compete ( Competition Development) Three Basketball Modules Skills Strategies Planning / Building your team Multi-sport Evaluation Outcomes of this weekend Introduction Introduction

Schedule Friday (classroom) Welcome / introduction - Co- facilitators, coaches LTAD Analyze Performance Saturday (on court) Demonstrations/Explanations Skill Acquisitions Skill development – stance, starts, passing, shooting

Schedule Sunday (on court) Skill development – dribbling, Dynamic 1 on 1 Practice Preparation Sunday (Ryerson) Prepare for practice, Module feedback Practice 2:00 – 3:30 Debrief

Basketball Evaluations Fundamentals – none L2T: Portfolio – (MED Comp-Int – Online) Practice Observation T2T: Portfolio – (MED Comp-Int – Online, if not completed after L2T) Practice Observation (higher standard) Game Observation T2C: Portfolio – (MED Comp-Dev – Online) 6 Multi Sport Courses

Points of Emphasis Focus on Error Detection Talk and demonstrate the drill, don’t just talk! Script: It is possible for coaches to work in multiple sports and more than one stream and context. Coaches who are involved in several sports, streams, or contexts may choose to move directly to the evaluation stage in some contexts if they feel they can demonstrate their competence without additional training. Some requirements for certification are transferable between contexts. This flexibility assists coaches who need training or certification in multiple contexts.

Resource Materials Coaches Workbook Reference Material Toolbox

Canadian Sport for Life (CS4L) Recreational Pathway Elite Pathway 21+21+ 18-2118-21 16-1815-18 Development 12-1611-15 9-128-11 Physical Literacy 6-96-8 0-5 years old

What Stage of LTAD

Teaching Pyramid Life Skills Mental Skills Fitness This is how basketball will be deliver in the new system. We want to emphasize the whole person. It is not just about the basketball. Coaches must also be able to deliver all parts of the pyramid at all times. It is not about separating each element out. You are constantly monitoring all aspects.

Teaching the Game Tactics Strategies Technical Fundamentals Short term adjustments to the plan. Specific preparation for the game. Where and who. Tactics The long term plan. Learning through exposure to real game like conditions. What you are going to do. Strategies More specific in nature involving decision making. Emphasis is on the when. Repetition to enhance the learning of the skills. Technical This is how the teaching is broken down. The technical piece is the one that we have lost from the game. Players are not being taught to “read” they are taught to be robots. Fundamentals The foundation skills or principles. Learning the how and why of the basics of the sport.

Coach / Teacher Relationship Tactics Experienced players / late in practice and season Strategies Technical This is to help coaches get away from the trap of just preparing for the next game. Teacher Fundamentals Inexperienced players /early in practice and season

Long Term Athlete Development Learn to Win Train to Compete Train to Win Train to Train Tactics Learn to train Strategies FUNdamentals This shows how the teaching pyramid fits within the Long term athlete development model. Technical Fundamentals

FUNdamentals 8-9 year old Learn to train 10 - 11 yrs old 10% basic offense / defense 20% - multi-player 30% - individual 20% movement 20% sport skills Fundamentals Technical Strategy To learn basic sport skills while still emphasizing fundamental movement in a fun inclusive environment. FUNdamentals 5-7 year old FUNdamentals 8-9 year old To learn the basic sport skills through modified games while still emphasizing fundamental movement skills in a fun and inclusive environment. Fundamentals 30% - movement 40% - sport skills 20% - individual player 10% - multi-player Technical Fundamentals 60% - Movement Skills 20% - Sport Skills 20 % - individual decision making Technical To learn fundamental movement skills through sport in a positive, inclusive and fun way. These next slide show the coaches the 5 of time they should spend on each element.

Train to Train - 12 -15 year old Tactics 15% - opponent’s main strengths / weaknesses To introduce the basic technical and strategies of “global” play with a more structured approach to training. Strategy 30% - introduction of more strategies, consolidation, and refinement Technical 30% - introduction, acquisition of new skills and refinement of old. Some should become creative. Fundamentals 25% - warm up / refinement

Know your athletes Identify the characteristics or adaptation that you may need to consider when coaching athletes at the T2T stage. Complete page 5 of workbook. Page 66 & 67 of reference material. General Psychosocial Learning Physical Preferences To avoid

Green agree, yellow need more info, red disagree. Know your athletes On the flip chart place an action and a reason based on growth and development principles. Action – Separate boys and girls Reason – They mature at different rates Vote with sticky dot. Green agree, yellow need more info, red disagree.

Key Factors Long Term Athlete Development System alignment and integration Continuous improvement The 10 year rule Key Factors Periodization Fundamentals Calendar planning for competition Specialization This document is a direct result of the Canadian Sport Policy. It is ground breaking in that it is a directive on how sport should be delivered at all stages of development. It has been prepared by world experts. Sports will be judged on their adherence to the 10 key factors. Developmental age Physical, mental, cognitive and emotional development Trainability

10 key principles SWOT analysis of one of the ten key principles (see pages 119 – 128 of reference manual) Strengths What are your current programs or practices that are meeting this principle? Weaknesses Where are the biggest problems with meeting this principle? Opportunities To create situations for the three pathways of basketball Health of the nation Develop the game Compete for the nation Threats What are the biggest roadblocks to implementation of this principle? Reference material 119 - 128

Coaching Cycle Observe Intervene Management Communicate Evaluate

Stages of Skill Development Initiation Acquisition Consolidation Refinement Creative Teaching Learning Competing Task What would it look like, sound like, feel like for this stage of development? See pages 81 – 85 in reference manual.

Task Plan to teach a skill drill / games approach (3 minutes) What stage of development is your athlete? How will you communicate it? (points of emphasis) What will you observe? (Error detection) Interventions – load, guides, feedback, error correction How can you load the drill to take the skill to the next level? Evaluation / debrief This will be taught in the gym tomorrow.

Athletic Abilities Speed Speed-Endurance Aerobic Stamina Coordination Balance Flexibility Strength See page 105 – 110 in reference manual