Imagination: Learning to Play 3 on 3

"Imagination is more important than information." - Einstein

All the contemporary great ones - Michael, Larry, Magic - like Einstein, can represent with one name. And if ideas are the currency of the future, creativity is the currency of today.

Although it sounds like a non sequitur, we need to show players how to create because they do not understand the symphony of player and ball movement. By no means is this an encyclopedic review. 

The "simplest" action is high ball screen with usual options as well as penetrate and pass option to 3 if x3 helps. Simple "slip" action for 5 logically comes into play. 

Horns like action on the ball side. If 1 sets the screen on the block, it's easy to envision "Flex" action with ball reversal and 5 downscreening for 1. 

Scissors action after post entry...fantastic mid-range shots if you have the shooters. 

When your 5 is more of a facilitator, she can distribute. When that's not open, it creates excellent dribble drive option for her. 

Dribble handoff into ball screens can be nightmarish to defend. 

Wing entry yields classic UCLA action that everyone uses. 

Post entry into DHO with a wrinkle. 3 gets her options and a backscreen from 1 sets up a lob for 5 or 1 might roll for a corner 3. Switches can create great mismatches. 

Most young players (and many young coaches) don't see the power of 3 on 3 actions. As Pete Newell reminded so many, the coach's job is to help players "see the game". Ball side 3 on 3 yields great scoring opportunities with fundamentally well-schooled players. 

Summer Reading: Slideshare on Talk Like TED

Reading matters. Reading correlates strongly with both academic and career success. And I don't mean assigned reading, but independent reading.

But a variety of sites, like Executive Book Summaries (subscription), Slideshare.net, and Actionable Books can provide additional value.

Here's a Slideshare presentation on Carmine Gallo's excellent, Talk Like TED. 

Talk Like TED: 3 Unbreakable Laws of Communication from Carmine Gallo

Regardless of our career path, we benefit (as does our audience) from delivering powerful presentations. 

"Pumped and Jacked": Action from the SFA Lumberjacks via Wes Kosel

Recently, the indefatigable Wes Kosel sent me some sets from the Stephen F. Austin Lumberjacks as I asked him about playing as a very small team. In addition to providing substance, sharing also suggests 'spinoffs' or modifications to existing plays. 

I like running out of horns, 1-4 sets, and occasionally 2 guard fronts because I don't have a strong post presence, but my 5s are all pretty mobile. Against the few teams that play man-to-man (individual assignment) defense, I want to move the opposition away from the hoop. 

I've modified what I'd call the SFA "Slice" concept and offer this:

It begins with a two-guard front and a wing entry. 4 slices to the corner and 5 and 1 set a staggered screen providing basket cut or 3 point option for 3 (right). In a way, it almost replicates a modified "horns" look. This can set up off-ball screen action on either or both sides of the floor. 

If 5 sets a backscreen, 5 gets a "lob" possibility, 5 could screen for 1 (and roll as the second cutter if there's a switch), or could "slip" into a basket cut. Conversely, because I have an abundance of left-handed 3s, 3 also has 1-on-1 actions. 

One of the 'mysteries' of the summer is the development (or not) of players, as they divide their time among vacation, other sports (we have girls playing soccer, rugby, and softball), and basketball. Watching players mature and grow their game never gets old. 

Elite

If I remember, John Giannini discussed the 'needs' if you want to be an elite player. You need two out of three among: Size, Athleticism, and Skill.

An ocean of difference resides between 'successful high school player' and elite. As a counselor for a couple of weeks at Sam Jones' camp a lifetime ago, I was the exponentially worst player among the counselors (mostly Division I players). That's not humility; it was a fact. 

So when I see parents with unrealistic vision of where their athlete is and what they might become (even accounting for 'great kid, great attitude') I want to be able to share their child's status on the size, athleticism, skill scale.

I'm reminded of Alan Williams' book, "Teammates Matter." Williams walked on to Wake, and scored 27 points...in four years. He had scored 51 points in a high school game. I remember scoring 30 (in two games in a week) a couple of times. <Night and day>

What scale might you use? I use a 1-5, with poor, fair, good, excellent, outstanding. It's hard to assess your child because of "endowment bias". Cognitive biases alter our perception of reality. My daughters played high school basketball at 5'11" and with weight training got up to between 165-175 pounds, about 15-20 pounds over their "natural" weight. They could bench over 125 pounds. But I'd consider that just below 'excellent' for size, if considering college basketball (depending on position). When you play against 6'2" girls who are 200 pounds, size matters. So even if you had a 28 and 14 game in high school or 18 rebounds in Boston Garden, that doesn't make you a D1 prospect. 

When I saw them play at the AAU Nationals at Wake, I had no delusions...clearly they were in the bottom 20 percent of skill at that level. Ultimately, your skill is 'relative'...averaging a double double in high school isn't an indication of an impactful career at your 'desired' school. 

Everyone should love their child. But if you want an objective assessment of their size, athleticism, and skill, you leave your family's and friends' narrower perspective. If you see an NBA team at an airport or walk on an NFL field pregame, you see athletes that bear little resemblance to most people's experience.

Elite athletes are on the far end of the curve because they have measurables on the far end...and generally achieved because of excellent intangibles, too. Coaches aren't here to be dream crushers, but to help you achieve your highest goals within the context of your situation. 

Fast Five: Positive Messages

It's easy, sometimes human nature, to focus on the negative. But we can recognize 'positive influences' that coaches or others have on programs, teams, and players. Rather than focusing on 'pet peeves' or annoyances, let's review a few positives that we've heard over the years. 

1. Share a kind word. My twin daughters were accomplished students and very good athletes. At a volleyball tournament, a coach came over (unsolicited) and said, "I love the way your daughters play; I wanted you to know. I also know that they would have no interest in attending the college I coach (a small state college)". A kind word costs nothing. And as Robert Townsend wrote in Up the Organization, "Thanks is the cheapest form of compensation." I would never criticize an opponent after a game, but try to compliment a player whose effort or play stood out. 

2. Clean up your neighborhood. "Leave the gym in better condition than you found it." I usually carry a towel in the ball bag, because I don't want the bench area to resemble a swamp after the game. Somehow, water seems incapable of staying in water bottles.

3. Praise effort. Carol Dweck's work on performance (Mindset) demonstrates that praising effort yields more results than praising results, which can actually stifle youngsters' willingness to leave their comfort zone. 

4. Radiate energy. "Nothing great is ever achieved without enthusiasm." Everyone at practices should be able to see, hear, and feel the energy. The coach is never excused from bringing energy to the court.We set the tone and control attitude, choices, and effort. Credit players who 'get it'. 

5. Preach TEAM. Yes, each player adds value in proportion to their commitment and skill. But the best players improve those around them both as players and as people. Regardless of our skill level, we should play as a team, with accountability to each other. Recognize players who may not get as much credit otherwise but contributing meaningfully to the team. 

The One Percent Solution

Britain went from also-ran to champion in the Tour de France. How? Their coach, Dave Brailsford committed the team to small improvements in each aspect of performance.

How we can provide transformative coaching in each dimension of basketball?

In Respiratory Medicine, we used to talk of the "Bruce Jenner" protocol, the training necessary to become a champion.

Exercise. Because basketball is a sprinting sport, not a running sport, we have to emphasize sprint training intermingled with rest. Ultimately, players decide what they're willing to do. And at the end of the day, you need to measure something. Lee Rose had a program where each group of players (guards, forwards, centers) ran sequential 220 yards sprints in a specific time (under forty seconds) such that each group ran one and rested two time trials. This was repeated such that each group ran 8 x 220 sprints in the alloted time. Kenneth Cooper, an exercise physiologist, developed a simple measuring tool called the 12 minute run. The test scores participants based on the distance run. Below are the Cooper nomograms. Note: some of his normal are Air Force officers, that may not be representative of the general population. 

Rest. Concentration, learning, and problem solving suffer without adequate sleep. Here's the recommendation from the National Sleep Foundation. 

Nutrition. Most of us can eat better. Healthy eating is both time-consuming and expensive. They don't call it junk food for nothing. This brief article guides without overwhelming. 

Psychology. How do we learn positivity? The most scientific approach is the so-called Carlstedt Protocol which looks at objective measures like heart rate variability and brain wave testing. A simpler approach uses elements from imaging and breathing, with Jason Selk's "Ten-Minute Toughness" addressing specifics (breathing, identity statement, highlight reel, performance statement, breathing). 

Supplements  There is some evidence that creatine monohydrate can improve muscle growth and strength during rehabilitation. Ideally, this is used under supervision as there are potential issues with kidney function and with drug interactions. 

Attitude. Control what you can control - your attitude, choices, and effort. Your process layers habits upon your positive attitude. I'm a big fan of Jon Gordon's "The Positive Dog" and he shares a brief summary here. 

Knowledge. You build your portfolio of basketball knowledge and experience over a lifetime. There are many great instructional books and websites, along with Youtube and other videos. You can access much of it free with Internet connection. 

Individual skill. "Decisions determine destiny." There's no 'prescribed' amount of practice, but Malcolm Gladwell's "10,000 hours" for mastery makes sense. A casual approach to learning and practice is guaranteed to inform pedestrian results. Larry Bird shot 500 free throws BEFORE school. Kobe Bryant used to shoot 1000 jumpshots a day in the off-season. 

Teamwork. How do you become a superior teammate? Alan Williams' "Teammates Matter" discusses his experience at Wake Forest. A lot of coaches say, "play with purpose." When you purposefully become a great teammate, you support, encourage, challenge, share with and respect teammates. You make sure your teammate knows the expectations, schedule, the playbook, and the game plan. You put the team ahead of yourself. 

When you're working assiduously on all of the above regularly, you grow your game and add value to the team. That informs the one percent solution. 

Life Is Difficult

I'm conflicted...about Coach Nick Saban. He has redeeming qualities (commitment, communication, discipline, knowledge, vision) but also inflexibility and inconsistent compassion. Simply, like all of us, he is human.

His book, How Good Do You Want to Be? offers suggestions and solutions but none of us follow our own advice all the time.

The beginning of The Road Less Traveled by M. Scott Peck inspired Saban's prism:

"Life is difficult. This is a great truth, one of the greatest truths. It is a great truth, because once we see this truth - once we truly understand and accept it - then life is no longer difficult. Because once it is accepted, the fact that life is difficult no longer matters."

Peck continues, "Discipline is the basic set of tools we require to solve life's problems. Without discipline we can solve nothing. With only some discipline we can solve only some problems. With total discipline we can solve all problems." 

Saban's life reflects a disciplined routine to the nth degree - from his daily coffee and Little Debbie cookies breakfast to his ending the football workday at 10 P.M. But total discipline isn't keeping players from wanting to transfer...and Saban won't back down. 

Saban writes that there are three keys to success:

1. Developing the product.
2. Knowing the competition.
3. Teamwork.

He then explains, "The 'product' that I am referring to is people." He adds, "we want to do whatever we can to ensure the futures of our young men." 

I agree that we want to encourage the success of our players. That might mean they miss practice to complete an assignment, or games because of family commitments, or even going to a school outside our community because they believe that is best for their future. Maybe that's not best for us. "Life is difficult." 

US Women Versus Senegal (1st Half Actions)

Simple works. Diagrams and Notes...

1) Taurasi deadly on the wing ball screen. 

2) Griner immediately attacks from the right short corner OFF THE CATCH 

3) Paint penetration...Sylvia Fowles cuts to the ball and Maya Moore "waters the flowers."

4) Geno knows Defense. Senegal tries the high ball screen and the US ICEs it. 

5) Senegal doubles the post, but a quick pass across (no rotation) gets USA a hoop

6) Senegal fronts DelleDonne but US solves it classically

Delle Donne seals X5 and it's 35-9 after the first period.

7) Player of the Year Stewart comes out as a screener early, then bangs in an elbow jumper.

8) "Horns" into the inside-outside game with Delle Donne rolling and pitching

Fast Five: Making a Difference in Your Game Today

We're in the final week of 'official' summer basketball, with the playoffs coming up. All that matters is growing your game, because you never know who is coming during summer vacation. If we're lucky, we'll have six or seven of the roster players because of those vacations.

But you want some advice or to share a couple of thoughts with your players? 

1. "Basketball is a mental game." When you are unfocused or indecisive, your game suffers. "Trying fails; awareness cures." You are your own quarterback, responsible for your decisions and accuracy. Talent without skill and skill without concentration produce wasted effort. 

2. "That's not how we play," was what my daughters' AAU coach (Shawanda Brown) would remind the team. Players need clarity on what the 'end state' looks like, your emphasis, your priorities, and the accountability of "it's not your shot, it's our shot." Before each game, I ask my team, "How do we play?" They answer together, "we play fast." How do you live? 

3. "Attack off the catch." You're the most open when you receive the ball. If you intend to stand around, then you will end up sitting. Be decisive; be aggressive. 

4. "Get out of yourself and into the team." What are you doing to make the team better, to make each player around your better? We've all seen too many players who care about the scorebook more than the scoreboard. John Wooden remarked, "happiness begins where selfishness ends." 

5. "Talent is overrated." Brad Stevens says, "the magic is in the work." Being a great teammate, listening, total concentration, maximal effort, taking charges, moving without the ball, attacking the defender, setting great screens, getting 50-50 balls - none reflect talent. You decide what you give and whether you get the most from yourself. Commit to becoming a 'better version' of yourself every day. 

SLOB Series Zebra

Simple but effective. 

Base play: zipper cut into high ball screen

Same alignment, but zipper unzipped with back cut after entry to 5

 Same alignment but 5 entry into DHO with weakside screen (3 can screen either) 

Box alignment, diagonal screen into STS action for corner 3. "Must have 3"

Olympic Actions

First half Australia versus France

Aussies can't convert on a layup

Aussies get another open shot on the "blind pig" but miss the bunny. 

Penetration and Kick (Perimeter Shooting)

Passers must make crisp passes

Shooters must relocate and shoot quickly off the catch

Shooting from each line

Simulates typical shots versus zone

USA Women's Olympians

Lots of great action by seasoned professionals...excellence in the post, mid-range, and perimeter. Just picking out a few highlights...was looking for special situations but video didn't feature many. 

5:04 BOB Horns action 

Backdoor cut out of 1-4 low set. 

9:26 Sylvia Fowles shows how to finish off two feet. 

11:44 Ball movement (put the dribble in your pocket) 

15:39 Sequential backcuts and a brilliant pass from Stewart

Teaching Offense "Multiple Actions" in Context

Pete Newell described the coach's primary job as teaching players to "see the game." He followed that up with the team mission, "to get more and better shots than the opposition." 

Everyone would love to score in transition, but better teams and post-season teams take away easy baskets - transition, layups, put backs, open threes, and free throws. 

From a development view, we teach "part-whole", beginning with one-on-one, two-on-two, and three-on-three. But players must build an offensive vocabulary to create narratives of sentences, paragraphs, and chapters. 

We can distill an incomplete list of "multiple actions" and find some video examples. Many readers here can share this information with their players or younger assistants. 

Pick-and-roll 





Dribble handoff


The Celtics use DHO to initiate drives and perimeter shooting.

Off-ball screens

- UCLA cut
- Zipper
- Shuffle cut 
- Flex action


Another fantastic video from Coach Nick at BBallBreakdown illustrating some typical NBA cuts. Guards in the NBA can expect to be screened twenty-five to fifty times each game, creating both separation and bruises. 

- Staggered screen/Loop 

           Shared by Coach Daniel

- Scissors 
- Screen the screener


Screen-the-screener action is among my favorite type of play. 

- Flare screen
- Elevator screen


Even at the middle school level, I see coaches run elevator or sandwich screens, especially in special situations. 

- Floppy 


             Coach Nick shares simulations.

- Horns actions


Coach Nick also includes "pinch post" and the high ball screen and some clever iterations

- Hammer 
                 The Spurs often create weakside corner 3s using hard drives opposite and flare screens to open up their shooters. Chuck Daly had used "Loop-like" plays long before. 

Blind pig 

 

A lifetime ago, as a young player, I had no grasp of the possibilities. The power of Internet video allows us to educate ourselves and share with curious and motivated players willing to stretch their game concepts. I hope your players enjoy and learn the power of multiple actions. 

Developing Leaders on the Court

"The secret of managing is to keep the guys who hate you away from the guys who are undecided." - Casey Stengel 

Effective leadership encourages higher performance, greater satisfaction, and creates new leaders. It develops better processes and behaviors. Day and others note, "Team building interventions may focus on role clarification, goal setting, problem solving, or interpersonal relations as a target."  Here are excerpts:

• Children learn from seeing what others do. (Model)
• Teach children how to see things from another’s point of view. 
• Help children build their leadership self-confidence by giving them opportunities to do a good job and offer praise when appropriate. 
• Find ways to create problem solving situations. 
• Teach children how to work with others in a team situation. 
• Show children how to break tasks into workable ways... 
• Encourage children to pursue things that interest them. 

Early experiences mold adult behaviors. The authors noted, "positive parental interaction and an emphasis on a strong work ethic, were found in children who actively sought out leadership roles." 

We can teach the multiple dimensions to leadership ranging from communication, inclusiveness, motivation, problem-solving...

From CoachesToolbox.

We need a plan to share leadership opportunities within our teams. One of my goals is to create "player ownership" of the team. Players should get opportunities to lead practice and pregame activities, and to make offensive and defensive calls. That includes responsibility to challenge each other to leave their comfort zone, encourage accountability ("we can do that better"), and provide input on practice. 

Problems arise when coaching younger players, as most do not want to "stand out", fearing being seen as "bossy" or "acting superior." We need to teach that servant leadership "doesn't mean thinking less of yourself but thinking about yourself less." 

Every day gives us an opportunity to model leadership, share leadership, and teach leadership. Our commitment defines how our players grow as new leaders.