I've discussed the triad of VDE - vision, decision, and execution. Every individual becomes the quarterback, the paragon of decision making and accuracy.
Chris Oliver's podcast with Mark Jablonski discusses BDT, basketball decision training and its place in development. Skills without decision-making ability limit results. Some quotes belong to Coach Oliver and others to Coach Jablonski.
"Every player has to be able to play offense." It begins with footwork ("fight for your feet") and the capacity to drive.
"The team that makes the most layups wins." This prioritizes driving until players can make outside shots.
Eliminate the spin dribble as a counter (for the young player) because it compromises seeing the basket. University players are not absolved from execution of fundamentals.
"Challenge the highest level player" to raise the skills of each individual on your team. The high level player still can improve decision making. Build skills (e.g. separation moves) with decision-making (defensive reaction). (For example, at practice yesterday, we worked on reverse pivot attack, post moves, wing attack, and pick-and-roll with defense to emphasize decisions.)
"Block practice" may increase a player's confidence, yet may not translate well to game simulations. He asks whether a chair simulates game distraction and perception. We've all seen (and maybe used) curl and flair cuts off chairs into shots.
"What are we doing (right now) that directly transfers to a game?" Dribbling well around cones doesn't mean you can beat a defender.
Distinguish "I taught it" from "they learned it" (from John Wooden).
Improving a player's enjoyment and confidence relates to skill, with decision-making in that context. What a player can achieve during their individual workouts determines their ceiling.
HANDLING PRESSURE at the youth level separates the successful teams. 100% agree. You can't learn this in isolation.
DEFENSIVE HABITS. Keywords: stance, being low, effort, competition
"Can you play one-on-one and get stops?"
"General feedback is a hindrance to learning." Be specific on what went well and what needs improvement. We need to play better defense doesn't specify the who or the what.
FINISHING MOVES. Vary and include the moves and angles.
GAME UNDERSTANDING. We can't have a fixed structure for every situation. Players learn to respond to new space/time situations. Players will need some freedom within the structure of play we prosecute.
Ultimately, players have to figure it out. We can't spoon feed everything.
Three Fs : Oliver brands the game as fun, freedom, and focus.
Reflect on our message, our process, and our adaptability.
"How do your teammates feel about your shot selection?" Ultimately, your teammates hold you accountable. Teammates can take away your freedom, particularly regarding shot selection.
Popovich, "shoot a good shot but give it up for a teammate's great shot."
There's a difference between development and prioritizing winning. The less developed player doesn't develop if we deny them shooting open, in range, in rhythm shots. Communicate that to parents during development. (My message to parents: "nobody gets sacrificed in role or minutes on the altar of victory in middle school." If anything, this is mildly unfair to the stronger players. When we improve and play competitively, the results gradually look better.)
Lagniappe:
Mental Model: #ActionBias discusses what works versus "looks good." Consider the Rockets' offensive productivity not necessarily its artistic merit.