Operations Manual

National Player and Coach

Development
June 2012 (Updated December 2012)

Document prepared by Mike McHugh, National Manager, Player and Coach Development, Basketball Australia

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 TABLE OF CONTENTS

1. Introduction ...............................................................................................................3

2. Delivery of Basketball Development in Australia........................................................3

3. Purpose.......................................................................................................................3

4. Challenges..................................................................................................................6

5. Background and Proposed Changes .........................................................................7

6. Developing the National Pathway...............................................................................8

7. Alignment with Basketball Australia’s Performance Strategy....................................10

8. National Curriculum .................................................................................................16

9. Australian Basketball Values.....................................................................................37

10. National Shooting Program......................................................................................41

11. National Shooting Tests...........................................................................................48

10. Physiotherapy Musculoskeletal Screening Program……………………….………….64

11. National Movement Screening Protocols…………………………………………….…72

13. National Physical Testing Protocols…………………………………………….…….…77

13. Basketball Terminology.............................................................................................99

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1. INTRODUCTION
The purpose of this Framework is to outline aspects such as the role and responsibilities of the Basketball Australia,
structure and roles within the National High Performance system plus the components necessary to ensure that Basketball
Australia operates at a national and international level.

Having regard to the recommendations from the High Performance Review (2006), research and consultation this
Framework proposes that the time is right to refocus the development opportunities in Australian basketball to reflect the
current international competition environment.

The landscape of our development and high performance programs have changed significantly with U17 FIBA World
Championships replacing U21 World Championships, which will transform the way, we provide access to development
opportunities for our athletes and coaches. First we must review the key initiatives that drive our development programs
to ensure they are world class and meet the needs of the agreed outcomes of our performance programs.

The document is to assist in the understanding of the National Player and Coach Development system for Basketball in
Australia:
• Description
• Roles
• High Performance System

The Framework can be used as a guide to current and potential stakeholders to assist:
• Members of Basketball Australia to form a National view
• State Basketball Organisations conducting accountable review and planning of their high
performance systems
• External Organisations to understand the pathways and role of Basketball Australia in the
development system to high performance

2. DELIVERY OF BASKETBALL DEVELOPMENT IN AUSTRALIA

Basketball development in Australia is delivered by the member states with the Australian Institute of Sport as the Centre
of Excellence and supported in some instances by the State Institutes and Academies of Sport within the national network
with support from the Australian Sports Commission (ASC).

Basketball Canberra
Basketball New South Wales
Northern Territory
Basketball Queensland
Basketball South Australia
Basketball Tasmania
Basketball Victoria
Basketball Western Australia

Australian Institute of Sport

Australian Sports Commission
State Institutes and Academies

3. PURPOSE
The purpose of developing and implementing the National Player and Coach Development Framework is to;
 Establish a nationally accepted pathway with defined roles and outcomes for the key participants.
 Align and coordinate the various mechanisms and influences on the long term development pathway for
basketball in Australia.
 Develop a National Player and Coach Framework that supports and reflects the national pathway.
 Ensure that the development of the Wheelchair Program is inclusive and replicates the ideals and concepts of
National Framework.

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The National Development Framework brings together unique high performance sport knowledge and skills which
complement the knowledge and skills that is targeted at:
 Achieving sustained international success by Boomers, Opals, Gliders and Rollers.
 To develop the support, tools and resources required by participants to deliver a long term athlete development
plan.
 To develop world class coaches trained to meet the needs in their contextual interaction with the athletes.
 To develop a culture of long term basketball development.
 To provide holistic development programs in Australia to enable athletes and coaches, through to the professional
level, to pursue their goals without having to seek offshore opportunities.
 Sustaining excellence through continuous improvement

Basketball Australia will work collectively with our partners and stakeholders to achieve performance through:
 Leadership, innovation and excellence – underpinned by communication.
 Collaborate, co-ordinate and be a focal point for national programs across the network.

The challenge for Basketball is to sustain the excellence of its programs in an increasingly competitive environment, both
nationally and internationally, and subsequently to enhance the success of its teams at Olympic Games and World
Championships.

To do this we must address two key issues;

1. Strategic leadership
2. Better resourcing of high performance programs and pathways.

Priority Area 1. Athletes

• Develop comprehensive pathway, programs and services that meets and exceeds the needs of athletes
• Implement the process for continuous improvement

Priority Area 2. Leadership

• Complete review of current environment
• Establish Steering Group to provide direction, advise, advocate and support national development model
• Involve relevant stakeholders to develop a best practice model of delivery

Priority Area 3. Proficiencies

• Complete research on desired proficiencies
• Design, develop and communicate desired proficiencies
• Develop National Curriculum to support proficiencies

Priority Area 4. Delivery

• Develop criteria for Accredited Delivery Centres
• Develop and implement athlete tracking mechanism
• Enable, support and develop personnel to deliver an enhanced (SPDs)
• Communicate to stakeholders the NP&CD Framework

Priority Area 5. KPIs

• Confirm roles and responsibilities
• Design programs and resources to support framework development
• Develop pathway for athletes and coaches

In achieving these purposes, the success of Basketball Australia’s National Development Framework will not be achieved in
isolation. It continues to depend and rely on partnerships and collaboration with our national network; we must ensure
we have a most effective system.

The strengths of the BA’s development structure have been the support provided through AIS and NITP programs, the
professionalism of coaches working well together, the strong club system and National Championship program that
unearths emerging talent from a strong base of young players around the country, long standing competitions and
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delivery of a wide range of quality development and high performance programs. However this structure should now be
closely scrutinised to ensure that we continue to be world leading.

BASKETBALL AUSTRALIA - AIMS AND RESPONSIBILITIES

Objectives Responsibilities

a) Maximise medal outcomes for Boomers, Opals, a) Develop and implement a National Performance
Rollers and Gliders Program to deliver performance outcomes.

b) Enhance basketball’s high performance pathways b) Establish a nationally accepted pathway with
with a focus on sustained success defined roles and outcomes for the key participants.

c) Provide leadership and direction tothe Basketball’s
high performance program
d) Maximise the strategic alignment and effective use
of resources between stakeholders and partners.
c) Design and implement a National Framework for
Player and Coach development that includes a
National Curriculum
d)Partner with SIS-SAS to deliver our high
performance program outcomes and facilitate the
athlete pathway.

e) To develop world class athletes trained to compete e) Monitor the implementation of individual
at international standards supported by individual performance plans, work load, competition
case management and support services. opportunities, direction and activities of the National
Performance Program.

f) To provide holistic development programs in f) Liaise with external stakeholders as necessary for
Australia to enable athletes and coaches, in their the effective delivery of the National Performance
contextual interaction, through to the professional Program.
level, to pursue their goals.

g) To develop a culture of long term basketball g) Review the performance of the program against
development agreed program KPIs

National Player Development Framework

The National Player Development Framework will be created out of the need to provide the game with a more logical and
coherent structure for the development of players and coaches. The stage of development model itself is a first attempt
to provide some structure and clarity around the development of players, coaches and support mechanisms that affect the
sporting experience of our players.
 The Player and Coach Development Framework will provide the structure for the delivery of basketball development
within Australia.
 It represents a range of applied learning opportunities that will be available for players and coaches within each stage
of development and identifies the key concepts that underpin this structure.
 Player and Coach Development are based on continuous improvement through the increasingly effective integration
of coaching skills, knowledge and understanding of athlete development.
 The National Pathway is based on the stage of development of the athletes.
 The National Player and Coach Development Framework will represent an athlete development model that
acknowledges the coaching communities, the stages of athlete talent development and key athlete support networks.
 A multi-faceted athlete development pathway model provides a mechanism for dealing with the vast array of
different circumstances in which athletes (and hence coaches) find themselves.
 Both athlete and coach development programmes need to coherently link these factors through the Framework.
 The Player and Coach Development Framework will build on and align these two concepts.

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 NATIONAL PLAYER AND COACH DEVELOPMENT FRAMEWORK

Programs Boomers AIS Accredited Delivery Associations Minibasket

Opals SIS-SAS Centres Clubs Aussie Hoops
Rollers Underpinning SITP Schools Community
Stage Gliders league Private providers programs

EXCEL Olympic Games

World Championships
NBA/WNBA/NBL/WNBL

PERFORM FIBA U19 World Championships

FIBA U17 World Championships
Australian Development Camps
Oceania Championships

DEVELOP National U18-U16 Junior Championships

National Schools Championships
National U14 Club Championships

LEARN State/Regional competitions

Association competitions
Schools competitions

EXPLORE Club , School,

Community
programs

Stage of EXCEL PERFORM DEVELOP LEARN EXPLORE

Development 20+ 16-19 13-16 10-13 6-9
(age indicative)

Coach Master Coach Performance Association Club Coach Community

Development (Senior) Coach Coach Coach

4. CHALLENGES
Our system is under pressure through a number of elements;
a) The world has caught up and has duplicated some of our world leading programs; we have lost our competitive
edge.
b) We are losing some of our best young athletes (especially male), during the key development years (18-22) for up
to a four year gap to offshore opportunities. This will influence their development and involvement in national
programs. This also has cultural impacts.
c) This gap also impacts on our domestic leagues and competitions, there has to be affiliation to service both the
growth of our domestic product and the development of our best talent, this has consequences both for the
continuing development of our players and the marketing of our product, this requires the NBL to offer attractive
alternative.
d) The FIBA U17 World Championships have impacted on our previous structure and we cannot adequately prepare
and compete without realignment to ensure the best possible preparation with current available resources for our
developing players.
e) If we are to adopt a long term development approach we need to ensure there are no gaps and there are
opportunities for identification and development at every stage of the pathway.
f) There is now sufficient evidence to suggest that in the long term development of athletes that there are critical
periods in the life of a young athlete (15-16 and 19-22) in which the effects of training and development can be
maximised. They have also concluded that it can take anything from eight to twelve years of consistent training for
a talented athlete to achieve elite status and compete at this level, which identification and development must
begin to focus before 14 years of age. This requires that our programs provide a constant, progressive and
constructive environment and that we are able to sustain this environment with appropriate stages of
development.

To address all these issues we must reposition our programs to provide effective delivery and development that will
enable athletes, coaches and officials to access the most appropriate opportunities for their development. In the current
environment there is real opportunity for a greater overall strategic direction to lead and implement structural
repositioning of our programs.

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5. BACKGROUND AND PROPOSED CHANGES

NITP (and High School aged Athletes)

The NITP has been generally considered a strong point of the current system and most stakeholders agree and the ASC
review states that it is a fact, that it has been essential part of the high performance pathway, its structure and philosophy
has underpinned the development of National League and Australian team members.

The NITP concept is a nationally driven and regionally coordinated program, delivered at local (state) level, however in
recent times it has evolved into a user pay State development program, to support State run initiatives with large numbers
of athletes that don’t meet elite development standards.

It appears the program has outgrown the targeted elite development role it had played in the 1990s and has lost its focus
and impact in identification and provision of athletes and coaches for Boomers and Opals programs. The role and branding
of the NITP must be considered in the context of an expanded system of delivery.

School System
Although the school system varies from state to state, there are a significant number of well funded high school basketball
programs, employing highly credentialed full time coaches and boasting excellent basketball facilities, there is real value in
better utilisation of the schools system.

Realising the resource the school system provides has the potential to enhance the quality of athletes receiving a quality
daily training environment with exposure to the NITP skills curriculum and/or broader National Player Development
Framework. It could also alleviate the problem of how to case manage talented athletes trying to fit in NITP training with
school commitments. The “identification” and sustainability of our programs will be enhanced by having consistent
delivery at all levels. In the case of school performance issues could be addressed by schools doing only “elite” work with
the small number of athletes.

State Associations
Continue to provide professional and in kind investment into the States to conduct the NPPin the form of support of State
Development program for coaches and athletes led by the Performance Director and utilising partners and the basketball
network. Conduct Talent Identification (Futures) program and an underpinning program that is influenced by the PD
(through the National Player Development Framework) but is not delivered by the PD.

If quality coaches are available at Association level and have the knowledge, skill and demonstrated proficiency to deliver
the National Player Development Framework and provide the DTE, then the advantage would be that the athletes get
access to an “NITP style” program in their home club environment and linked with local competition. Some large
Associations are already linked with the NITP and have the coaches in place who are familiar with the system.

SIS/SAS
The role of the SIS/SAS in each state will need to be redefined to best support the pathway and maximise use of the
valuable resource potential there. Basketball enjoys strong support from SIS/SAS, which generally supports the NITP in
most states. However an even broader, clearer development pathway may result in enhanced support. Changes in
development and competition support for athletes older than the current NITP target group may also provide an
opportunity for the support of SIS/SAS in the pathway.

After the CoE stage of development is addressed, this may be a more relevant model for SIS/SAS in other states as well.
The best fit for SIS/SAS in most states will be supporting NITP in preparing true national potential athletes for the intensive
two years at the AIS, as well as support for athletes after AIS, while transitioning to full support within a National League
team (WNBL or NBL).

Australian Institute of Sport - National Centre of Excellence

The AIS program has been a very highly regarded within Australian basketball and is seen as a vital step in the
development of future national team players. The Australian Institute of Sport is Basketball Australia’s Centre of
Excellence and plays a critical role in the development of future senior national team players.

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For Basketball the AIS provides the best daily training environment for delivering quality, coaching, strength and
conditioning, supported by other sports medicine and science professionals.

Preparing athletes before the AIS is a challenge with difficulties in: cost, access, delivery and adherence to adequate
strength and conditioning through the NITP and state programs.

The primary focus of the Centre of Excellence Basketball program is to develop future Opals and Boomers, taking into
account all aspects of the pathway, it will include flexibility in the program to support future national team players on a
case managed, as-needs basis, bridging the gap between junior and senior national team representation ensuring athletes
optimal development. This will include on court development, international competition, sports science and sports
medicine, career and education support.

The AIS also provides the technical leadership for basketball player and coach development across Australia and this
requires guidance and communication of advanced coaching practices and methods, international trends, physical and
mental development, planning, athlete welfare and sports sciences aspects.

AIS -Change to BA Centre of Excellence (CoE)

The CoE program will change to a staggered intake, allowing more scholarship holders and the flexibility to vary the timing
and duration of scholarships. This provides the opportunity to bring likely emerging national team players back into the
AIS for short periods of time to fulfil specific needs but also have the ability to provide development opportunities for our
blue chip athletes.

With major changes in the pathway underpinning the this program, resulting in a better daily training environment
(including strength and conditioning) and more thorough development of athletes up until the end of school age and more
(competition) incentive for the best athletes to stay in Australia after school age, there may be an rationale that the CoE
program should support a different core age and stage of development to that it currently fills – specifically for males.

If the focus of the CoE program is to develop future senior national team players then taking into account all aspects of the
pathway, it should retain its current role, but also include flexibility in the program to support future national team players
on a case managed, as-needs basis, bridging the gap between junior and senior national team representation.

The SIS/SAS should (and in some cases already do) play a valuable role in supporting the NITP to prepare the ‘blue chip’
athletes for theCoE. Additionally, if strength and conditioning can be provided adequately through the Accredited Delivery
Centres and incorporated as part of the National Player Development Framework at all levels, it will have a significant
effect on the long term development of athletes and will allow the AIS Program to have even more impact.

NBL/WNBL
The National Player Development Framework should also be applied at National League level (WNBL and NBL) and used to
engage National League Clubs as accredited providers of the national program for their athletes.

Developing a model of delivery with accreditation that meets proficiency standards and rating of delivery centres will bring
expansion, understanding, stronger relationships, broader buy-in and credibility, and wider access (number and age range)
to player development.

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 Athlete Development Model
Identifying and Developing Talent - Who and where are the talented basketballers in Australia?

 Identification and Selection

 Coaching Individual Performance Plans
 Sports Medicine Daily Training Environment
 Sports Science  Competition opportunities
 Facilities  Performance opportunities
 Basketball Networks

Athlete
Needs

• Exploring
• Learning
• Participating
• Performing
• Excelling

6. DEVELOPING THE NATIONAL PATHWAY

The National Development Framework, including identification of daily training environment needs and measureable
proficiency levels, for all stages of the pathway, will facilitate the whole process.

To enable this we must articulate and promote through the national pathway an emphasis on stage of development
alignment as the staircase for talented athletes and coaches. The Framework should be regularly reviewed and
rationalized.

The Framework identifies three primary stages to the pathway:

 Foundation: Developing all children's fundamental movement and basketball skills, and confidence. Providing an
experience that will keep them in the sport for life.
 Participation: Retaining participants in basketball through teenage years into lifelong participation. Continued
skills development and enjoyable basketball experiences will lead to far greater retention rates.
 Performance: Inclusive, well-targeted talent identification processes will give all athletes with the potential for
elite success access to a high performance programme. This programme needs to provide a holistic development
pathway through appropriate coaching, competition structures and support networks. The ultimate goal is greater
senior international sporting success.

Stages of Development Model

Adult EXCELLING
Elite

PARTICIPATION PERFORMANCE
PATHWAY PARTICIPATING PATHWAY
(Lifelong) PERFORMING
Sub-elite

Youth DEVELOPING
Accelerated development

LEARNING
FOUNDATION
PATHWAY
EXPLORING

Acknowledgement: The concept of the stages of development model was developed by and introduced to the author by John Reid, former New Zealand opening
batsmen and highly regarded sports administrator.

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  Optimisation of Performance – Elite competition
EXCEL  Translation of skills into world class performance
 Specialised support and very high quality training
 Commitment to maximise potential in basketball
PERFORM  High commitment to deliberate practice and specialised skills
 High quality competitive competition testing skills (trial and error learning)
 Development of greater basketball specific skills, experience, understanding
PARTICIPATE  Beginnings of “deliberate practice” and competition intensity gradually increases to adult levels
 Fewer sports/activities – but still multiple experiences initially
 Develop Fundamental movement skills – learning through “deliberate play”
LEARN  Multi-sport/physical recreational experiences
 Develop Fundamental movement patterns – sensory and cognitive stimulation
EXPLORE  Basketball - Window of Opportunity

Australian Basketball Pathways

PERFORMANCE PATHWAY
Masters Boomers/Opals
Rollers/Gliders EXCEL
PARTICIPATION NBL/WNBL
PATHWAY
Community
Basketball
AIS
PARTICIPATE U17/U19 PERFORM
State Leagues
Junior
Championships
NITP DEVELOP

FOUNDATION Associations LEARN

PATHWAY
Clubs EXPLORE

Performance Pathway - Identify and Develop Talented Athletes and Coaches

1. Talent can be developed through a positive, progressive and constructive environment increasing the pool of potential
elite athletes.
2. Improved and aligned basketball performance pathways to world class levels.
3. Talented individuals can move back and forth between participation and performance pathways.

Talented athlete framework

Stage Age Development Competition Performance
Indicative pathway pathway pathway
Excel 21 University Games Olympic Games Boomers
International competitions World Champs Opals
NBA/WNBA Rollers
European Leagues Gliders
NBL/WNBL

Perform 17-20 AIS - Centre of Excellence FIBA U19World Champs University Games
SIS-SAS FIBA U17 World Champs U19 National teams
National Performance Program Underpinning League/s U17 National team
Oceania Championships OYG (3v3)

Develop 14-16 Accredited Delivery Centres National Junior Champs Aus Development Camps
State NITP National Schools Champs FIBA Oceania Youth
Private providers Tournament

Learn 11-14 Associations Regional competitions State Championships

Clubs Association competitions Regional Championships
Schools Schools Competitions

Explore 6-10 Mini basket Club competitions

Aussie Hoops Jamborees

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Performance Strategy

1. Scope performance pipeline from talent recognition to the senior national teams.
2. Establish the highest attainable goals.
3. Estimate the number of athletes of sufficient calibre required to fill the pipeline
4. Specify the performance staff, infrastructure and operational costs
5. Maximise the number of opportunities from the budget available
6. Specify the essential national framework, central systems and services

Key Outcomes
 Reinforce the AIS as National Centre of Excellence for Coach & Player Development
 Develop and implement the National Player and Coach Development Framework
 Create a system of Accredited Delivery Centres to assist delivery of the National Development Framework.
 Develop an Athlete Monitoring System to case manage all national squad athletes and ultimately link to Accredited
Delivery Centres managing identified talented athletes.
 National Strength & Conditioning Program prioritised in National Development Framework and delivered in concert
with SIS/SAS network.
 National Movement Screening protocols
 National Minimum Quality Standards od Strength and Conditioning
 National Sports Medicine & Science personnel recruitment initiative.
 The Wheelchair Program while in its infancy will focus on structure, developing the talent pool and growing the
number of coaches.

7. ALIGNMENT WITH BASKETBALL AUSTRALIA’S PERFORMANCE STRATEGY

If we are successful in implementing the following recommendations, the base of talented young players receiving quality
coaching, guidance and support should become even broader.

This in turn will allow some of the existing programs (including NITP and SIS/SAS) to become more focused and effective in
identifying and developing players that will stay in the pathway.

Support from an enhanced competition structure and better overall strategic coordination of the high performance
pathways, will assist in ‘filling the gap’ in the development of athletes that currently exist between national junior level
and senior national teams.

HIGH PERFORMANCE BASKETBALL DEVELOPMENT 2010-2016

PURPOSE PRIORITIES STRATEGIES MEASURES

Develop and implement •Attract, develop and retain

high performance world class coaches and staff
• Develop strong partnership •BASKETBALL
INCREASE THE DEPTH pathways ensuring their PATHWAYS
sustained success relationship with basketball
AND QUALITY OF CAPABILITY providers, including SIS-SAS ADPOTED
BASKETBALL PLAYERS network. NATIONALLY
THROUGH THE
DEVEOPMENT AND •NATIONAL
IMPLEMENTATION OF FRAMEWORK FOR
Develop and •Develop and promote the AIS as
A WORLD CLASS implement national basketball’s Centre of Excellence to PLAYER AND COACH
NATIONAL PLAYER and international deliver our high performance program DEVELOPMENT
AND COACH systems ensuring that outcomes and facilitate the athlete
DEVELOPMENT SYSTEMS pathway. •NATIONAL
the right athletes and
FRAMEWORK the right coaches and CURRICULUM
•Establish national player and coach
are tracking towards depth charts that identifies and
our performance resources key personnel. •NATIONAL DEPTH
outcomes CHARTS

•INDIVIDUAL
PERFORMANCE
Basketball Player and •Formalise Individual Pperformance PLANS
Coach Development Plans to guarantee optimal performance
initiatives are planning, integration and use of
performance services for athletes •ATHLETE
ENABLERS acknowledged as a
TTRACKNG SYSTEM
leader in the field both
•Develop Athlete Monitoring System to IN PLACE
nationally and case manage development, workloads
internationally all national level athletes managing
identified talented athletes.

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Talent Prediction and Development
1. Talent is dynamic and multidimensional, and cannot be accurately or easily predicted.
2. Gifted athletes can emerge at any stage of development.
3. Environment, genetics, mental ability, physiology and support are all key to developing talent.
4. Environment is the easiest element to influence.
5. Some inhibiting factors are a lack of social and financial support, losing talented athletes to offshore opportunities,
lack of NBL support and parents who demand success.

Key elements of Australia’s basketball development system

Developing Confidence and Aptitude in young basketball players;
 Children require a basic movement vocabulary which they can use as a basis for basketball development later.
 Early focus in the pathway should be towards developing transferable fundamental movement and basketball
skills.
 Facilitating the development of knowledge, skills and self-confidence in children and young people.

National Depth Chart

Boomers / Opals

Emerging Boomers/Opals/NBL/ WNBL

AIS - Centre of Australian Junior

Excellence Teams/NCAA
Above the line
National
Performance Below the line
Program

State Performance Programs (ITP)

State Talent Identification Programs (Futures)

National Depth Charts – A depth chart is used to show the placement of identified athletes for a certain purpose. Depth
charts also tend to identify by position and also rank players in terms of projection for certain events or programs.

The typical depth chart consists of a list of players at each position, with the pre-eminent players listed first, followed by a
projection of player talent to source future programs. We need to construct depth charts that specify not just the order of
the players at each position but also identify and formalize the talented player through the components of success which
incorporate the four skill areas; Physical, Motor, Mental and Emotional.

The National Depth Charts will not only provide a blue print for success, they will become the basis for all our evaluation of
talent all the way through to TID programs.

The development of NDC’s is critical to the identification of and implementation of programs to accelerate and resource
athletes for preparation for pinnacle events. This will be managed through Individual Performance Plans.

National depth Charts for coaches also need to be established to support and develop coaches for future national teams.

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Individual Performance Plans - The Individual Performance Plan is used to guarantee optimal performance planning,
integration and use of performance services for athletes on the National Depth Charts and Performance Pathway. The IPP
process allows the coach and athlete to identify the critical requirements for continued accelerated
development and the need to accomplish their performance goals.

Performance management success rests on the ability to set clear goals and objectives, but with strategies to support and
identify progress. Athletes identified from current Olympians through the next two Olympic cycles will allow for
specific development opportunities to be recognised and documented but also the support mechanisms
required to ensure the strategies are delivered.

The IPPs will be continuously monitored and resourced.

National Depth Chart

Boomers / Opals

Emerging Boomers/Opals/NBL/ WNBL

AIS - Centre of Australian Junior

Excellence Teams/NCAA
Above the line
National
Performance Below the line
Individual Program
Performance
Plans required State Performance Programs (ITP)

State Talent Identification Programs (Futures)

Enhanced funding for underpinning program – Basketball Australia will develop a funding model that provides
incremental increases in funding to States to support the development of talented athletes and coaches identified through
the National Depth Charts. The funding model will provide increased funding on an annual basis to programs that
continually achieve national high performance outcomes supported through a review process. This will include;

National Minimum Quality Standards and Screening Protocols, the National Physical Development and Program
National Shooting Program
 Introduction of minimum athletic standards for athletes to be considered for an AIS scholarship.
 Athletes will need to be taught these movement patterns by their NITP and state coaches.
 Coaches will be provided with resources to assist them with coaching these skills.
 A standardised physiotherapy screening to be used for all BA squads and identified talented juniors.
 This will be resourced by video and information booklet resources that can be used by all BA coaches.
 These will explain appropriate warm ups, bodyweight exercises etc.
 At all Australian Development Camps AIS personnel will be available to coaches to deliver in- servicing, tutorials,
support and guidance.
 National Shooting Program with consistent and coherent testing and technique development protocols.

An integrated basketball system is one that follows a declared philosophy and an established curriculum. Such integration
is a superior system because:
• A stated philosophy communicates direction, delivery and outcomes.
• A curriculum promotes a system of learning that extends over a number of age groups.
• A curriculum focuses on allocating time to development of fundamental skills.

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 • A curriculum helps to ensure all the primary elements of basketball are incorporated.
• A curriculum encourages a collaborative learning environment amongst the coaches.
• A curriculum enables you promote the values an ethics of basketball.

National Curriculum Development

Content
Develop a common understanding of:
•Individual concepts and techniques
•Team concepts and techniques
•Australian values and game-style
Quality standards
Develop a common understanding of:
•Minimum standards and proficiencies
•Evaluation and continual improvement
•Monitoring and updating requirements

Support and Resource

Support
• Underpinned by national pathways and values
• Driven by technical leadership

Resources
•Develop world class curriculum and materials
•Professional development of coaches and support staff

Capability
A recurrent theme throughout this document is the dependence on people and organisational capability to fulfil the
project vision. In advance of project incept the sport itself needs to ensure preparedness for the challenges that lie ahead.
Detailed position descriptions will be required for new positions and the coaching and administration workforce fully
trained for their respective responsibilities.

Alignment
Fundamental to development of Accredited Delivery Centres will be alignment across the sport and this theme is also
heavily emphasised throughout the document.

National Curriculum
Using the existing curriculums of the NITCP and AIS as a starting point, we will create a National Player Development
Framework to direct the development progression for both male and female athletes, from entry level through to senior
national teams.

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 National Curriculum

Document prepared by Mike McHugh, National Manager, Player and Coach Development, Basketball Australia

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Proficiency based National Curriculum

The National Curriculum provides for a soundly based, consistent, coordinated National Talent Development and
Identification Program for basketball in Australia that aims to achieve a major improvement in the quality and
performance of Australia’s top players, coaches and teams.

The following is the current guide for player and coach development in Australia, the result of a multifaceted consultative
and collaborative approach. This consultation has included National team coaches, NITP Head Coaches and world class
coaches and coaching experts who have experience in elite sport, curriculum development and understanding of player
development.

National Curriculum tom Ben Buckley

The National Pathway and Development Framework is one of the key initiatives identified by the ASC High Performance
Review (2006) and proposed in the Basketball Australia’s National Performance Strategy, released in January 2011. Since
that time, a substantial amount of work has been undertaken in order to create a National Frame work and Curriculum
that will provide national guidance and an integrated, coherent and consistent approach to the development of players
and coaches throughout the country.

This document, and its associated pathways, programs and resources which will be developed over the coming months
and years, is an Australian model which seeks to maximise the strengths of our existing basketball culture.
The National Curriculum reflects the unique challenges of our country and draws on research on international basketball,
in particular the respective approaches to player and coach development.
Underpinning the implementation of the National Curriculum will be the adoption of a consistent structural approach
within each State and Territory which will include the appointment of a Performance Director responsible for establishing
the Framework and Curriculum in regional programs.

This Curriculum is of critical importance if we are to achieve our objectives and realise a major improvement in the quality
and performance of Australia’s best players, coaches and teams, as well as fostering a lifelong support of the game
amongst its participants. The challenge now is to bring this plan to life which will rely on the cooperation and contribution
at every level of the game. FFA National Curriculum | 3
Purpose
The Curriculum provides for a soundly based, consistent, coordinated National Talent Development and Identification
Program for basketball in Australia that aims to achieve a major improvement in the quality and performance of
Australia’s top players, coaches and teams.

Curriculum Objectives
• Produce the world class players.
• Talent Development and Identification program.
• Coach development system that produces quality coaches.
• Provide the structure and technical content of a talented player development program.
• Linking the “proficiencies” to each stage of development and identifying the development and
competition pathways and structure.

Outcomes
To produce the best players (gauged in terms of international competitiveness) primarily for:
 Senior national teams (Boomers, Opals, Rollers, Gliders)
 World University Games
 iinet National Basketball League
 iinet Women’s National Basketball League
 National Junior Teams
 Underpinning Leagues

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  Community basketball

Key elements of Australia’s Basketball development system

An aligned and integrated system is a framework to provide consistency across the national development program and
ensure it all maintains currency and relevance over time. An integrated basketball system is one that follows an accepted
philosophy and an established curriculum which provides resources to train the coaches.

A system based on an established curriculum is advanced because: -

a) It has an established philosophy which conveys a shared vision, direction and desired outcomes.
b) A curriculum advocates a system of principles, concepts and techniques that develops over a period of time.
c) The focus of a curriculum should lead to mastery of fundamental skills, concepts and techniques.
d) A curriculum ensures all the essential building blocks of basketball are incorporated and develops an
understanding of the principles of play.
e) A curriculum builds a support network and environment of collaboration amongst the coaches involved in the
national program.

Using the existing curriculums of the NITCP and AIS as a starting point, we will create a National Player Development
Framework to direct the development progression for both male and female athletes, from entry level through to
senior national teams.

Guiding Principles
 Identify desired outcomes.
 Develop and implement best practice model using the strengths of the Australian basketball system and culture.
 Stages of development pathways and goals.
 Game-related approach guided discovery as the key focus of coaching and player development.
 Monitor evaluate continuously improve.
 Enable, support and develop all performance pathway participants.

Stages of Development
• Optimisation of performance
EXCEL • Translation of concepts, techniques and skills into world class performance
• Specialised support and very high quality training

• Commitment to optimise potential in sports activities

PERFORM • High commitment to deliberate practice and specialised training
• High quality competitive trial and error experiences
• Improved basketball performance pathways to world class levels
• Development of greater activities and skill development experiences
PARTICIPATE • Improved movement skills assist cognitive, psychological well being and
self image for the holistic development of all people
• Transition to the talented athlete pathway
• Develop transferable fundamental movement skills through ‘deliberate
LEARN play’
• Multi-sport/physical recreational experiences – informal play

• Wide range of movement experiences; sensory and cognitive stimulation

EXPLORE • Develop Fundamental movement patterns and coordination
• Facilitate the development of knowledge, skills and self-confidence in
children and young people

The Pathway Model identifies three primary stages:

• Foundation: Developing all children's fundamental movement and basketball skills, and confidence. Confidence
and competence in sport and physical activity stimulates ongoing active lifestyles and develops a love of the game.

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 • Participation: Retaining participants in basketball through teenage years into lifelong participation. The secondary
school years and those immediately following see a significant drop-off in participation. Continued skills
development and enjoyable basketball experiences will lead to far greater retention rates.

• Performance: Inclusive, well-targeted talent identification processes will give all athletes with the potential for
elite success access to a high performance program. This program needs to provide an holistic development
pathway through appropriate coaching, competition structures and support networks. The ultimate goal is greater
international sporting success.

The Curriculum Framework

Curriculum Framework

Community Player and Coach Talented Player and Coach

Development development

EXPLORING EXCELLING

LEARNING PERFORMING

PARTICIPATING DEVELOPING

EXPLORING

Characteristics Basketball development Athletic development

Have increased The opportunity to Exploring fundamental

understanding of experience a variety of movement patterns
words, but learn best sporting situations and
Exploring movement skills
by doing/exploring a wide variety of
and co-ordination
activities within a
Are easily motivated
session. Activities that are
– like trying
progressive in intensity
something new Rotation of roles – no
without the necessity of a
specialisation in
Are naturally curious warm-up
positions
and imaginative. Ask
A safe environment
lots of ‘why’ Skill learning immersed
questions. in play
Handle well only one Modification of rules,
mental operation at court sizes and
a time. equipment.
Sampling the game

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 LEARNING

Characteristics Basketball development Athletic development

Begin to think Learning to shoot Have steady increases in

logically and motor skills, strength,
Learning to dribble
symbolically; new balance and
ideas are best Learning to pass coordination – fine
understood when motor skills are
related to previous Learning to catch developing
experiences Learning to play with
others Hand-eye coordination
Are learning to
is relatively mature
absorb new ideas, Learning to love the game
but tend to judge
in terms of right or
wrong or black or
white.

PARTICIPATING

Description Basketball development Athletic development

May lack Opportunity for Growth spurts occur

understanding of basketball skill and are likely to cause
their abilities and development clumsiness
talents
Receptive to games for Are capable of
Begin to value understanding the game handling appropriate
setting goals based physical training
Peer groups are very
on feelings of workload
important.
personal needs and
Have maturity
priorities Are learning to cooperate
differences within and
and understand
Have longer between genders
teamwork
concentration span
– are ready for
more in-depth
learning

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 DEVELOPING

Description Basketball development Athletic development

Post-adolescence, Development of greater Are capable of

pre-maturity basketball activities handling appropriate
physical training
Complex motor Translation of skills into
workload
skills become more performance
refined Are capable of
Developing greater
developing energy
experience and
systems
understanding
Competition intensity
A high level of activity
gradually increases to
with rotations of roles
adult levels
and equal involvement
Commence
specialised strength
training

EXCELLING

Characteristics Basketball development Athletic development

Receptive to a culture Translation of skills Optimisation of

of excellence. into world class performance
performance
Input into vision, Specialised support
goals and planning. Specific, and very high
individualised, quality training
Experienced at periodised training
receiving technical programs Performance based,
and tactical coaching individualised,
specialist support
services

FOUNDATION PROFICIENCIES OF THE NATIONAL CURRICULUM

1. You have to be able to develop the ability to make the open shot
2. You have to be able to learn to run the floor…both ways
3. You have to be able to learn to rebound…. both ends
4. You have to be able to learn defend your player when they have the ball
(To do this you have to able to play in the appropriate stance)
5. You have to be able to learn to beat your man off the dribble
6. You have to develop the ability be a high percentage foul shooter

In developing a curriculum the structure of basketball must be the preliminary focus.

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 The key elements of the game are:

When you . When your

have ball Transition: opponent has Transition:
possession: ball
Strategy, From offence possession: From defence
attacking and to defence Disrupting to offence
scoring and defending

A game of basketball is a constant repetition of these four elements, each with its characteristic principle of play and team
techniques. At the individual player level the team concepts and techniques lead to individual skills and proficiencies that
are position specific and to a certain extent depend on the style of play.

OFFENSIVE PRINCIPLES of PLAY

At all times we want our players to apply the basic principles of offense and to recognise these principles supersede any
offensive pattern.

PRINCIPLES OF OFFENSIVE PLAY - When you have the ball

Triple threat - Adopt the correct stance
(a) Threaten the shot (shot fake)
(b) Threaten the dribble (jab step)
(c) Threaten the pass (pass fake)
Can you make the defensive man play you?

Penetrate - With dribble or pass

a) If you have a driving opportunity – DRIVE
b) If you have a passing opportunity - PASS
c) If defender is in driving lane…
can you create driving lane?
put the ball in the passing lane
d) If you have a shooting opportunity – SHOOT
Can you attract a second defender to the ball?

Create a passing lane

(a) Make strong leads (pin/seal)
(b) Fake a pass to make a pass
(c) Pass away from the defence

Reverse the ball (Change sides)

a) Minimum of four passes
b) Go inside at least once (dribble/pass penetration)
c) Change sides at least once
d) Penetrate or find the open player on second touch
e) Make the defence reset – force the close out

PRINCIPLES OF OFFENSIVE PLAY – When you do not have the ball

Recognise, create and maintain good spacing
(a) On the perimeter, balance outside the 3pt line
(b)Keep 3-5 metre pass length between players
Can you recognise and create good spacing?

Cutting opportunities - when your defender…

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(a) Turns their head
(b) Plays to close
(c) Does not jump to the ball
(d) Is not in the stance
(e) Your cut won’t disrupt spacing
Be a potential receiver
(a) Lead to space
(b) Provide a target
(c) Back cut if denied
(d) Get to receiver spots if team mate penetrates
Can you play without the ball?

Win possession game

(a) Block out and rebound
(b) Rebound offensively
(c) Take the charge
(d) Dive on loose balls

OFFENSIVE CONCEPTS
Apply the fast break principle - (i.e. Driving lane / Passing lane)
(a) Penetrate for the jump shot when there is a second line of defense
(b) Pass opposite the defenders hands

Apply the 2nd Movement Principle

Drive, shoot or pass immediately the ball is relayed out of situation where two defenders are occupied by one offensive
player. Find the open man.

Apply the Principles of Play as a General Guide

(a) Minimum of four passes.
(b) Get the ball inside at least once with either dribble-pass penetration.
(c) Change sides at least once.

SCREENING PRINCIPLES
An effective screen is:
(a) Dependent on the action of both the cutter and the screener
(b) Where the cutter and the screener can be recipients of the ball
(c) Proper screening angles

When you are the cutter

(a) Wait for screen –set up your cut with footwork
(b) Make contact with screen
(c) Make “Obvious” reads – go opposite defender

When you are the screener

(a) Communicate screen
(b) Think- “This screen will get me open”
(c) Roll opposite cutter (reverse pivot)
(d) Screen with back square to where the cutter is going to receive ball

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COMMON DEFENSIVE PRINCIPLES
PHILOSOPHY

1. Effective individual containment.

2. Constant basket protection.
3. Extend the perimeter of defensive coverage to be as disruptive as possible.
 When the ball penetrates perimeter coverage, all other defenders converge to a position to defend the basket.
 Once the perimeter coverage is penetrated all pressure is eliminated, therefore basket protection becomes the
primary consideration.
 MvM offers the best pressure, Zone principles offer the best basket protection, thus we will combine the two
concepts.
 Winning the possession game is the priority

PRINCIPLES OF DEFENSIVE PLAY

1. Containment and Pressure (Stances)
2. One third –two thirds principle
3. Channel to the outside
4. Jump to the ball
5. Contest dribble and pass penetration
6. Low post defence – Full front (toes out) Side front (toes in)
7. Prevent ball reversal (denial)
8. Help side positioning
9. Rotation
10. Basket protection
11. Blocking out - Rebounding
12. Conversion to offence

Guiding principles
 Everyone must be responsible for the ball.
 Everyone must support a defenders initiative.
 There must be clear and concise communication.
 Opponents must not be allowed to move wherever they want on the court.
 Defense will generate our offence.
 Blocking out is imperative for all five on the court.
 The 24 second clock must become a useful weapon.

The success of your defense will be directly related to your ability to maintain appropriate stances throughout the
possession…and to go from one stance and one position on the floor to our new stance and new position on the flight
of the ball, with explosive quickness.

In every practice session we must ask the following;

1) Is basketball being played?

2) Is basketball being learned?
3) Is basketball being experienced and enjoyed?
4) Do the players understand the basketball purpose of the activity?
5) Do the players recognise the game-related objective?
6) Are the players challenged to improve both individually and as a team?

COMPETITIVE ADVANTAGES – OFFENSE COMPETITIVE ADVANTAGES – DEFENSE

 Fast break points  No fast break points
 Offensive rebounding points  Contest every shot
23 | P a g eFoul shooting points
 BLOCK OUT - No second shots
 Good shot selection  Do not foul unless it is to your advantage
TEACHING EMPHASIS FOR ALL FUNDAMENTAL SKILLS
 emphasise 'stance' with all offensive/defensive aspects
 quickness with quality (accuracy)
 concept of 1 v 1 in each session ensure correct technique is used all the time simulate 'game like' situations
(visualisation)

 Ball-handling - Key Elements: hand quickness, balance, co-ordination, agility

 Dribbling - Key Elements: technique, ambidexterity, vision, quickness, agility
 Passing - Key Elements: technique, accuracy, vision, faking, ambidexterity, receiving, quickness, non preferred
hand
 Lay Ups - Key Elements: technique, footwork, mechanics, efficiency, finish, tempo, strength
 Shooting - Key Elements: preparation, stance, mechanics, accuracy, finish, technique, tempo, mental approach
 Defensive Containment - Key Elements: stance, movement, balance, quickness
 Individual Offensive Moves - Key Elements: technique, footwork, stance, quickness, finish, tempo, efficiency,
preparation, execution

FOOTWORK
Almost all-individual skills in basketball start with proper footwork. Good footwork will cut down on travels, facilitate
driving to the basket, provide rebounding opportunities, improve shooting technique and result in fewer turnovers
through poor passing and catching. Footwork provides the bridge between learning the game and being a good
player.
This system of footwork is intended to place the offensive player in proper balance, with an established pivot foot,
and in the appropriate stance, “ready to play”. Offensively this is the “triple threat” position, alternatively the
staggered or “boxer’s stance” defensively.

An understanding of the application of physical principles such as balance, centre of gravity and braking force will
assist the coach in gaining individual efficiency. Centre of gravity is the imaginary point at which the body is in
balance. This point is where the three planes, the vertical, transverse and the frontal intersect if an airborne body
rotates it revolves around its centre of gravity. The centre of gravity is located at about 57% of a male’s standing
height. In the female it is about 54% of her total height.

Balance is maintained by the position of the head in relation to the centre of gravity, as the head is the heaviest part
of the body, movement of the head frontwards sideways or backwards will alter the centre of gravity resulting in loss
of balance.

Braking force relates to the deceleration of the body, it is applied to arrest motion. A basketball player’s foot is placed
so that the muscular force created in pushing on the floor slows the forward velocity of the body. The body is lowered
and moved backward from a wide, staggered stance. In essence, the player pushes against the floor and the floor
pushes back against the body. It works better when the body is low, because the force is closer to the centre of
gravity.

STANCE->STARTS-> STEPS -> STOPS->PIVOTS >AND >JUMPS

STANCE
Stance is also referred to as the ‘basketball’ position or ‘ready’ position. It is the position from which all execution of
the fundamental motor skills and body movements involved in basketball begins. The key is balance, if players have
established and can maintain good stance they are able to receive the ball on offence or make good transition to
defence. Mention has already been made of the correct head position to be properly balanced.

STARTS
Quickness is an important physical attribute in the game of basketball. Players can improve their quickness by
establishing and maintaining their stance and diligently working on their starts and stops. To move quickly requires
swift shifting their weight in the desired direction of movement. With the head always being the key to balance it
always leads the weight shift.
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 STEPS
Quick steps are the basic motion changes that allow players to use their speed and quickness. They consist of changes
of speed (pace) and changes of direction. They can be used to change from running to sliding, to go from slow to
quick and to fake or hedge a movement. Techniques are described under footwork for cutting/leading.

STOPS
A player’s ability to come to a quick stop, maintaining balance and stance is as important as getting a quick start.
Being able to receive the ball on the run or at speed, stop, pivot, take a shot or make a cut makes a player an effective
offensive threat. (See description under footwork for stopping)

PIVOTS
Turning or pivoting is the motion that rotates the body around the ball of one foot for the purpose of moving away
from an opponent, squaring up to the basket, manoeuvring to a more favourable position to shoot or pass.
A player may pivot with or without the ball and execute with either the right or left foot. Pivoting provides the basis
for all motion changes; it is also used offensively to change from one to another and for rebounding.

JUMPS
Jumping is a particularly important skill in the sport of basketball. Jumping is also a skill that can be improved and is
not just the realm of the natural athlete. The basic principles in improving jumping skill is that players need to be in
the stance ready to jump, be able to land in a stance ready to jump again, timing is important and increase leg
strength with resistance training. In basketball jumping off both feet and off one foot are techniques used both
offensively and defensively in many game situations.

Footwork for cutting/leading – Change of direction and change of pace steps are important tools of body control for
basketball players. Cutting means moving without the ball to receive a pass, set a screen or rebound. Either from a
standing or moving position the cut is accomplished by planting the outside foot (the foot opposite the direction of
the cut) and then pushing hard off the ball of the foot. This is commonly called a V cut. Changing pace refers to the
ability to accelerate and stop at quick and random intervals.

Footwork for stopping – There are two methods for stopping. The 1 count, jump stop and the 2 count “stride stop”.
The quicker of the two, and is sometimes called the quick stop is the jump stop method of landing on two feet
simultaneously, in a parallel or slightly staggered stance, from a running or sliding motion.
This is quicker because it conserves time and space and can be used both with and without the ball. It is effective in
allowing balance and control leads into a wide variety of movement possibilities: - before and after shooting, passing,
dribbling and receiving a pass, complimenting pivots and quick turns.

The stride stop is a 2 count stop executed by landing on the rear foot (1 count) with the front foot landing
immediately afterward (2 count). The rear foot must hit the floor in front of the hips to apply deceleration. This
method can be used effectively for changing direction, jump shot footwork

Footwork for receiving – Catching, which includes both receiving a pass and intercepting an opponent’s pass, involves
handling the ball. Both passer and receiver are responsible for a successful catch. Moving towards the ball when
receiving passes is essential – it prevents interceptions. When receiving the ball with space to catch with both hands,
meet the ball with the palms facing out, thumbs pointing towards each other, positioned in front of the eyes.
Execute a jump stop catching the ball in the air and pivoting towards the basket, “squaring up”

Footwork for “squaring up” –The triple threat position has already been mentioned above. This position is achieved
by pivoting towards the basket in a stance that has the feet about shoulder width apart with the pivot foot back and
the lead foot up in a heel-toe relationship or footwork for shooting, driving or passing. Players should learn to
threaten the shot, (shot fake), threaten the drive (jab step) and threaten the pass (pass fake).

Footwork for passing – With the left foot as the pivot foot the passer steps in the direction of the receiver with the
right foot. If the receiver is on the right or straight ahead the passer steps directly towards the receiver with her right
foot when receiving the ball, if the receiver is on the left the right foot crosses over the pivot (left) foot when

25 | P a g e
 releasing the ball. Striding towards the receiver allows the passer to get weight and momentum behind the ball and in
the direction of the pass.

Footwork for shooting-The triple threat position provides a solid base for shooting because the player is already in
proper balance to shoot so the shot can be taken more quickly. To receive the ball from the right the player catches,
pivots on his left foot towards the basket, squaring up, knees flexed and without moving the feet, shoot the ball. In
receiving the ball from the left the player steps across and in front with the right foot, squares to the triple threat
position and without moving either foot brings the ball up and shoots.

CATCH AND SHOOT FOOTWORK

(inside/baseline foot is pivot foot, L & R sides)
Catch and shoot – six metre jump shot
Catch, shot fake – six metre jump shot
Catch, drive fake - six metre jump shot
Catch, combination fakes – six metre jump shot
Catch and face, drive to the basket layup under hand, over hand, hook, reverse
Catch, one bounce jump shot, cross over
Catch, one bounce jump shot, onside
Catch, two bounce jump shot, cross over
Catch, one bounce jump shot, onside

Footwork for driving –The drive to the right starts from the triple threat position. The player pushes hard off the
pivot foot and takes a long stride past the defender. The long, fast first step is essential in being able to get past the
defender. Players must strive to beat the defender “close”. A common error is to attempt to drive too wide allowing
the defender to recover their spacing and cover the drive. Beat the defender with quickness and by taking away their
“space” or recovery time. Driving to the left off a left foot as the pivot foot also starts from the triple threat position.
The long first step is again made with the right foot, this time stepping over and in front of the left foot; this is called a
crossover step.

CATCH AND DRIVE FOOTWORK v DENIAL

(outside (high)/side line foot is pivot foot, reverse pivot, L & R sides)
Catch, ‘rip through’ drive to the basket, layup, one dribble)
Catch, ‘rip through’ drive to the basket, reverse layup, two dribbles
Catch, ‘rip through’, one dribble jump shot
Catch, ‘rip through’ up fake, cross over, jump shot
Catch, ‘rip through’ up fake, cross over, baby hook
Catch, ‘rip through’ two dribble jump shot, onside
Catch, ‘rip through’ two dribble jump shot, cross over

CATCH AND DRIVE FOOTWORK v CLOSE OUT

(inside/ low foot is pivot foot, reverse pivot, L & R sides)
Catch, ‘rip through’ drive to the basket, layup, one dribble)
Catch, ‘rip through’ drive to the basket, reverse layup, two dribbles
Catch, ‘rip through’, one dribble jump shot
Catch, ‘rip through’ up fake, cross over, jump shot
Catch, ‘rip through’ up fake, cross over, baby hook
Catch, ‘rip through’ two dribble jump shot, onside
Catch, ‘rip through’ two dribble jump shot, cross over

Footwork for rebounding-There are two kinds of rebounds-defensive and offensive. Defensive rebounds occur when
the opponents miss a shot, offensive rebounds when your own team misses. Important to remember is a) More shots
are missed than made in a basketball game and b) the team that controls possession usually wins.
The key to defensive rebounding is blocking out; this action involves the player putting their body between their
opponent and the basket, preventing the opportunity for the opposition to regain possession.

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 Once the shot is taken the defensive player must first call out SHOT to alert team mates to block out. The block out
begins with the defender stepping into their player and pivoting (forward/reverse), turning their back into their
opponent with a low wide base to improve balance and obstruct their opponent’s path to the basket. Elbows should
be away from the body with hands up ready to rebound. Feet should be spread, wider than shoulder width, knees
well-flexed in preparation to jump. Defender must hold the block out position until they determine the flight of the
ball off the boards, extend fully on the leap so that the timing is for the defender to grasp the ball at the peak of the
jump. Ball should be gripped firmly with both hands, returning to the floor with feet spread, knees flexed and ball
kept at shoulder height or above. Defensive rebounder should now be prepared to pivot to protect and outlet the ball
securely.

COMMON DEFENSIVE PRINCIPLES

PHILOSOPHY

1. Effective individual containment.

2. Constant basket protection.
3. Extend the perimeter of defensive coverage to be as disruptive as possible.
 When the ball penetrates perimeter coverage, all other defenders converge to a position to defend the basket.
 Once the perimeter coverage is penetrated all pressure is eliminated, therefore basket protection becomes the
primary consideration.
 MvM offers the best pressure, Zone principles offer the best basket protection, thus we will combine the two
concepts.
 Winning the possession game is the priority

PRINCIPLES OF DEFENSIVE PLAY

13. Containment and Pressure (Stances)
14. One third –two thirds principle
15. Channel to the outside
16. Jump to the ball
17. Contest dribble and pass penetration
18. Low post defence – Full front (toes out) Side front (toes in)
19. Prevent ball reversal (denial)
20. Help side positioning
21. Rotation
22. Basket protection
23. Blocking out - Rebounding
24. Conversion to offence

Guiding principles
 Everyone must be responsible for the ball.
 Everyone must support a defenders initiative.
 There must be clear and concise communication.
 Opponents must not be allowed to move wherever they want on the court.
 Defense will generate our offence.
 Blocking out is imperative for all five on the court.
 The 24 second clock must become a useful weapon.

The success of your defense will be directly related to your ability to maintain appropriate stances throughout the
possession…and to go from one stance and one position on the floor to our new stance and new position on the flight
of the ball, with explosive quickness.

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 Individual Proficiencies Stage of Individual Techniques
Development
Footwork Learn a) Stances
b) Footwork for running, stopping, jumping and pivoting
c) Footwork for leads/cuts-change of direction/pace
Develop d) Footwork for lay-ups, shooting, passing, rebounding
e) Footwork for receiving at tempo
Dribbling Learn a) Control, speed, hesitation (stop and go)
b) Speed dribble right and left
c) Cross-over dribble right and left (double)
d) Reverse/spin dribble
e) Pulling the ball back -Punch and retreat
Develop f) Punch and retreat crossovers
g) Between legs/crossover, behind
back/crossover (speed and change of pace)
h) Onside dribble (speed and change of pace)
i) Onside/onside-crossover
j) Threat dribble – Freeze dribble
Passing Learn a) Chest pass
b) Bounce pass
c) Baseball pass
d) Peripheral vision passing
Develop e) Pass off the dribble (both hands)
f) Pass fakes
g) Push passes (left and right)
h) Post feeds
i) Passing associated with fast break principles
j) Passing as a result of penetration

Catching Learn a) Catching

Develop b) V-cut
c) Back-cut
d) Rebounding

Creating a lead [From Learn a) Cut to block

perimeter] b) Pin/slash arm
c) Lead foot/drive leg
Develop d) V cut or thrust step
e) Change direction/pace
f) Stride stop (outside foot)
g) Square up (threaten shot/threaten dribble)

Creating a lead [From the Learn a) Find defender

post] b) Slash arm/pin
Develop c) Establish lead foot
d) Pivot (seal)
e) Low stance/sit on defender
f) Target hand

28 | PShooting
a g e - Lay ups Learn a) Underhand lay up
b) Overhand lay up
c) Crossover step and lay-up left- right
 Develop d) Power lay ups (two feet)
e) Running hook (v big defender)
f) Finger roll (middle - no board)

Shooting – Jump shots Learn a) Shot footwork (preparation/stance)

b) Concept shooting (technique)
c) Foul shooting
Develop d) Up-fake
e) Off pass (catch and shoot)
f) Off dribble (pull up/open court)
g) Off dribble (1-2 bounce)
h) 3pt shooting
i) Introduce Baby Hook
j) Onside Jump shot
k) Cross-over jump shot

Blocking out Learn a) Technique/positioning/loose balls

/Rebounding Develop b) Foul shot
c) v shooter / v off ball

Defence Learn Stances

On ball footwork / movement
Swing step / pull- push technique
Effective hand pressure
Develop a) Correct spacing - Pressure v Containment
b) Slide-run-slide
c) Denial stance/footwork
d) Hedging
e) Containment footwork
f) Channelling
g) Dead ball – Jam pressure
h) Dead ball – denial
Perform i) Effective communication
j) Defending v driver/shooter
k) Taking the charge
l) Contest shot and block out
m) Blocking out / defensive rebounding - off ball
n) Close out to contain (2 dribbles)
o) Getting a lead foot advantage
p) Sprint to screen with ball vision
q) Lock and trail turn out cutter
r) Rotation
s) Switching
t) Triangles and help positioning
u) Defending cutters
v) Full fronts (toes out)
w) Side front and denial (toes in)
x) Dead ball situations

29 | P a g e
 Team Proficiencies Stage of Team Techniques
development
Fast break Learn a) Filling lanes
b) Sprinting ahead of ball
c) Fast-break dribbling
Develop d) Catching on the move
e) Looking up the floor
f) Passing off the dribble
g) Long pass up the floor
h) Driving lane-passing lane principles
i) Lay-up shot
j) Introduction to numbered fast-break

Team offensive techniques Learn a) Two player fast-break

b) Three player fast-break
Develop c) Creating space
d) Balancing the floor
e) Driving lane-passing lane
e) Receiver spots
f) Dribble penetration
g) Pass penetration
Perform h) Turnout
i) Pass and cut
j) Cut and replace
k) Shuffle cut
l) UCLA cut
m) Flex cut
n) Handoff
o) Off ball screens
 down screen
 back screen
 cross screen
p) Ball screens

Fast break defence Learn a) Safety

b) Defence on the handler (channel)
Develop c) Getting back behind the line of the ball
d) Plugging the middle
e) Introduction to Transition Fast-break
f) Defence

Pressure defence Learn a) Turning the handler

b) Channelling
Develop c) Trapping and rotation out of trap
d) Defending screens (through/over/under/switch)
e) Getting to line of ball
f) Denial
g) Run and trap
h) Run & switch
i) Pressure on in-bounder
j) Rotation
h) Points of pickup
i) Communication keys
k) Breakdowns 2v2-3v3-4v4-5v5
30 | P a g e
 Team defensive Learn a) Hedging / Trapping
techniques Develop b) Run and switch
c) Shooting the gap / Rotations
d) Preventing ball reversal
e) Closing down passing angles
f) Defending perimeter screens
Perform  Defending post screens
 Defending multiple screens
 Cues for changing defensive pressure
 Adjustments for Zone coverage
 Defensive rebounding - Conversion to
offence

Defensive organisation Learn a) Full court man v man

Develop b) Sideline press – man v man
c) ½ court man v man
d) Zone concepts

Advanced Learn a) 5 player fast breaking (numbered fast break system)

concepts/techniques b) Making the play in short time situations
Develop c) Basic set plays versus man to man
d) Zone sets
Perform e) Other set plays
f) Ball screens
g) Handoffs (and dribble handoffs)
h) Zone press into man to man
i) Man to man press with run and trap/run and jump
j) Zone Motion

31 | P a g e
 POSITIONAL PROFICIENCIES - Required for players to reach PERFORM stage
CLASSIFICATIONS MINIMUM EXPECTATION
Point Guards 1. Shoot the ball with proficiency and be
able to consistently make the three
point shot
2. Create shots for others off dribble and
pass penetration
3. Make open and contested layups to a
high percentage
4. Defend the fast break and organise
defensive transition
5. Be able to apply full court defensive
pressure
6. Be great communicator - Vocal enough
to communicate with players on
offence and defence.
7. Be an assertive ball handler - Carry the
ball without turning it over.
8. Develop sound knowledge and
understanding of the game
9. Pass the ball effectively using all
passing both sides of body types.
10.Be an 80% Foul shooter
2. Shooting Guards 1. Shoot the ball with proficiency and be
a consistently high percentage three
point shooter
2. Create and make shots for themselves
off the dribble
3. Create and make shots for themselves
from cutting and utilising screens
4. Carry the ball in pressure situations
5. Be able to rebound and block out
6. Contain players attacking them on the
dribble
7. Make open and contested layups to a
high percentage.
8. Be able to run the floor at great tempo
9. Comfortable in carrying the ball in the
open court and with contain pressure.
10. Be an 80% Foul shooter
3. Small Forwards 1. Shoot the ball with proficiency and be
a consistently high percentage three
point shooter
2. Be able to create and make shots
facing the basket and with their back
to the basket
3. Be able to rebound and block out
4. Be able to defend the perimeter and in
the post
5. Set effective on and off ball screens
6. Be able to run the floor at great speed
7. Be able to defend on and off screens
8. Be a 75-80% Foul shooter
32 | P a g e
ELEMENTS THAT SHOULD BE ADDED
FOR ELITE PLAYER DEVELOPMENT.
11. Effective execution of ball
screens
12. Carrying the ball to create for
other players
13. Ability to create open shots for
teammates. Bring others into the
game.
14. Ability to bring ball up during
pressing situations
15. Elite defender being able to
contain/channel offensive
players
16. Understanding of offensive and
defensive strategy. Be able to
assess the opposition and make
changes.
17. Strong communication and
leadership skills.
11.Develop world class driving game
12.Play as a point guard/ creating
role in half court offense.
13.Elite defender being able to
contain/channel offensive
players.
14.Effective execution of ball
screens
15.Defend screens – be able to
chase over screens
9. Be an elite offensive rebounder.
10. Elite defender
11. Ability to penetrate and make
good decisions under pressure.
12. Effective execution of ball
screens
13. Maintain vision of the floor and
deliver the ball under pressure.
 4. Power Forwards 1. Shoot the ball with proficiency and be 10. Rebounding machine
a consistently high percentage catch 11. Consistently shoot a high
and shooter 10-18’ percentage on open three point
2. Be able to create and make shots shots.
facing the basket and with their back 12. Elite defender
to the basket 13. Maintain vision of the floor and
3. Be able to ‘post the ring’ deliver the ball under pressure.
4. Be able to rebound and block out 14. Ability to carry the ball under
5. Be able to defend the perimeter and in pressure without turning it over.
the post
6. Set effective on and off ball screens
7. Be able to run the floor at great speed
8. Be able to defend on and off screens
9. Be a 75-80% Foul shooter
5.Centres 1. Shoot the ball with proficiency and be 9. Be a physical presence
a consistently high percentage shooter defensively.
10-15’ 10. Contest shots at the rim without
2. Be able to create and make shots fouling.
facing the basket and with their back 11. Elite rebounder
to the basket 12. Elite at running the floor
3. Be able to ‘post the ring’
4. Be able to rebound and block out
5. Set effective on and off ball screens
6. Be able to defend the interior
7. Be able to defend on and off screens
8. Be a 75-80% Foul shooter

INDIVIDUAL ATHLETE APPRAISAL

Proficiency Score Key area for improvement

Shooting
a) Ready to catch and shoot 123456
b) Land in shooting stance/footwork 123456
c) Start position –hands/head 123456
d) Set - Eyes up on target 123456
e) Load - no dip, tricep 45 to floor 123456
f) Shoot – Trajectory, elevation 123456
g) End position - follow through 123456
h) Lay ups ( all types) 123456
i) Foul shooting 123456
j) 3 pt shooting (long foul shot) 123456

Passing & catching

a) Passing from stances 123456
b) Leading the pass to moving receiver 123456
c) Use of non preferred hand 123456
d) Variety and appropriateness of pass 123456
e) Use of pass fakes 123456
33 | P a g e
f) Passing off the dribble 123456
g) Passing/catching on the run 123456
h) Catching under pressure 123456
i) Post feeding 123456
j) Catching on the run 123456

Handling
a) Dribble with purpose
b) At tempo with control 123456
c) Protecting ball under pressure 123456
d) Use of non preferred hand 123456
e) Variety and appropriateness 123456
f) Change of pace and direction 123456

Rebounding
a) Blocking out 123456
b) Contest contact (2nd effort) 123456
c) Getting to position 123456
d) Desire to get to all opportunities 123456
e) Outlet passing 123456

Defence Score Key Emphasis for Improvement

a) Maintaining/understanding stances 123456
b) Maintaining proper spacing 123456
c) Effective hand pressure 123456
d) Position and stance off the ball 123456
e) Reaction/movement off the ball 123456
f) Denial stance/footwork 123456
g) Hedging 123456
h) Containment footwork 123456
i) Channelling 123456
j) Dead ball – Jam pressure 123456
k) Dead ball – denial 123456
l) Contest shot and block out 123456
m) Close out to contain (2 dribbles) 123456
n) Getting a lead foot advantage 123456
o) Sprint to screen with ball vision 123456
p) Effective communication 123456
q) Lock and trail turn out cutter 123456
r) Rotation 123456
s) Trapping and rotation out of trap 123456
t) Defending screens 123456
(through/over/under/switch) 123456
u) Getting to line of ball 123456
v) Run and trap 123456
w) Run and switch 123456
x) Switching 123456

Techniques
1. Catch and square up (threaten) 123456
2. Rip throughs – (catch and drive) 123456
3. Vision of driving lane/passing lane 123456
4. Effective defensive communication 123456
5. Creating space - Leads/cuts 123456
6. Playing without the ball 123456
7. Setting and use of screens 123456
34 | P a g e
8. Sprint lanes to get ahead of ball 123456
9. Receiver spots off penetration 123456
10. Create off the dribble (driving lane) 123456
11. Read secondary defence 123456
12. 2nd movement principle 123456
13. Make the play off ball screen 123456
14. Handoff proficiency 123456
15. Get to the basket 123456
16. Pull up jump shot (right/left) 123456
17. Catch and shoot on the move 123456
18. 3pt shooting 123456
19. Cutting after post feed 123456
20. Finishing with non preferred hand 123456
21. Front to basket (low post) 123456
22. Back to basket (low post) 123456
23. High post proficiency 123456
24. Foul shooting 123456
25. Close outs (short/long) 123456
26. Defensive containment 123456
27. Defensive rebounding 123456

Physical Development
a) Speed and Agility 123456
b) Flexibility 123456
c) Vertical leap 123456
d) Arm span 123456
e) Stability and Balance 123456
f) Endurance and Stamina 123456

Mental/Emotional Development
a) Punctuality 123456
b) Self awareness 123456
c) Self belief 123456
d) Concept of Responsibility 123456
e) Motivation 123456
f) Concentration 123456
g) Handling adversity 123456
h) Coping skills 123456
i) Focus 123456
j) Thriving on pressure 123456
k) Anxiety 123456
l) Desire to succeed 123456

Athletes Name: __________________________________________________ Date: ____________

State/Program: ______________________________________ _____________________________

AIS/ PD /Coach: ___________________________________________________________________

Score: 6 = Exceptional Performance 5 = Exceeded expectations of Performance

4 = Meets Expectations of Performance 3 = Below Expectations of Performance
2 = Needs Improvement 1 = Poor Level of Performance

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36 | P a g e
 Australian Basketball Values

37 | P a g e
What follows is simply a communication of the Australian Basketball values and guidelines that are the basis
for excellence.

Success can only be earned, there is no other way, and real success in a team sport can only be achieved in
within the context of a team. Therefore the components are work and sacrifice. Embrace hard work and be
determined to give much more than you receive. In this way you will be successful. In this way you will
represent your team -mates, your family and your country in the appropriate manner.

Australian values and guidelines:

Australian basketball players embody the following values that identify and formalize the components of
success and incorporate the four skill areas; Physical, Motor, Mental and Emotional.

These values not only provide a blue print for success, they are basis for all our evaluation. Australian players
project these themes.

 Australian players are in great physical shape

Athletes in great physical shape - We want to be extremely well
conditioned, players must be strong enough to compete, to have
a physical presence, and must ‘run the floor’, both ways. We will
be confident in the knowledge that we have done the hard work
and will be in better shape than any team we face.

 Australian players compete with relentless persistence

Players that will play with relentless persistence - Australian
players never quit, players who will who display great
tenacity and apply themselves relentlessly. This will be the
Australian tradition. Success comes to those who focus on
the moment, those who ‘play one play at a time’, rather than
those who focus on abstract notions of what might happen.

38 | P a g e
  Australian players can handle adversity
Players that can handle adversity - In tough situations or when
things are not going our way we want players who can stay focused.
Adversity is overcome with poise, positive self talk, focus and
courage. We want players who treat a pressure situation as a
challenge not a threat. There is an appropriate saying; ‘Adversity
introduces you to yourself’. Adversity is a great opportunity.

 Australian players are assertive

Assertive players - Successful players take responsibility for their
own careers. They are their most important coach, manager,
medico, psychologist and physiologist. They take charge and are
proactive. We want to exhibit a high degree of spirit and
assertiveness, players who refuse to be intimidated and have real
resolve defensively. Players who are so timid that they cannot
communicate effectively make decisions are not skilful. To have
good emotional skills, to be assertive a player must have positive
self talk. To have a high focus you must have persistence.

 Australian players are flexible

Flexible players - We want to be highly skilled in basketball fundamentals;
this will provide the opportunity to develop flexibility and a clearly defined
understanding of the game. We want inside/outside types, ‘smalls’ who
can post their counterpart and ‘bigs’ that can shoot and pass on the
perimeter. Australian players will be capable of defending the perimeter
and the post and we want players who can pressure effectively. Versatility
will be an asset of our teams; this will give us the capacity to cope with any
conditions. Without a doubt the major requirement is that players must be
able to run the floor.

39 | P a g e
  Australian players are great defenders
Great defensive players - This is of particular importance. We want
people who are conditioned both physically and mentally towards
playing truly great defense. We want players who are eager to develop
the required techniques and can habitually play in the appropriate
stance. Great defenders ‘bother’ people, great defenders utilize their
imagination so that they can anticipate rotation or help and are adept
at both half court and full court situations. We want to establish a
standard of defensive play that is world leading, in this way our defense
will be a source of pride.

 Australian players are “WE” players

‘WE’ players - Attitudes can be developed just like physical skills
and Australian teams must be comprised of ‘we’ players rather
than ‘I’ players. A ‘we’ team is characterized by affection, absence
of blame, mutual respect and self-sacrifice. Australian players will
demand of themselves to compete with the idea of “team” above
the individual. Teamwork and self-sacrifice are essential when
developing a winning attitude and a successful program. This will
also help us overcome any adversity that is placed in the way of
team achievement.

Overall Guidelines
 Do the right thing. Represent Australia in the best possible way.

General Guidelines
 Project the Australian values at all times.
 Be punctual for everything.
 Devote total intensity to every aspect of playing and training.
 Develop personal bonds with team-mates.
 Inform Medical staff of injury.

Players who cannot embrace and exhibit these values and guidelines do not have the attitudinal skills
necessary to play for Australia.

40 | P a g e
 National Shooting Program

41 | P a g e
 NATIONAL SHOOTING PROGRAM

Background
Shooting is the most significant basic skill of the sport of basketball which all players of all ages and standards should be
skilled. It is a skill where players will have some aspect of technique acquired but which often need remediation or
continued development. Players also have little understanding of the basic principles that are necessary to improve and
develop shooting when inevitably practicing by themselves. This driving imperative means that how to best teach shooting
as a skill should be understood.

Shooting as a skill requires coaches to be knowledgeable but effective in helping all players of all standards to shoot the
ball with and effective technique. Coaches of the younger age groups are most important. Any coach who specialises in
the younger age groups should become a master of teaching and coaching good shooting technique and have the ability to
progress the development over a two or three year period.

As more players enter the pathway yet more will have poor technique and understanding. Poor coaching and learning
ultimately develops into poor shooting technique.

All coaches should become proficient in the coaching of shooting, however coaches have different challenges and
consideration at each of the age levels in terms of learning style readiness and communication which means that coaches
need to vary their teaching and coaching approach when teaching shooting.
 Currently we do not have any age benchmarks for shooting to know if we are improving.
 The shooting percentages of our national junior teams are lower than our competitors.

Some examples; in the 2011 FIBA U19 Woman’s World Championship Australia shot just 25.5% from the 3 point line in
Chile and had half as many 3 point attempts as USA, (1/7 from three in the quarter final and 1/5 in the semi final) The top
three teams in the semi finals were USA 8/17 @ 41.7%, Spain 5/11 @45.5%, Brazil 7/16 @ 43.8% and Australia 1/5 @ 20%.
Australia was FT% was 66.5%

The Australian U17 Men in 2011 at the FIBA Championships shooting percentages was poor with the ’bigs’ only shooting at
20%. Overall the team was 43.7% 2pt shooting and 60.3% FT shooting. Overall the team was 11th in FG%, 12th in 3pt% and
11th in FT%. This continues to be an issue for Australian Junior teams.

Similar results from our National U16 2010 Junior Championships where the foul shooting has been poor, there is no other
way to describe it (girls 48.79% / boys 46.6%). Only 9 of 144 male players were over 75.0% with only one player (83.8%) in
the 80% range. The girls fared better with 12 players at 75.0% or better with only one player outstanding at 93.8%.

In the modern game shooting has become critical to team success. As the three points line moves further away from the
basket from 6.25 metres to 6.75 metres, the impending FIBA rule changes will place greater value of three point shooting
accuracy. Additionally, “finishing” or scoring in the key against pressure has also been a weakness.

Strategically, for a developing player progressing through the pathway it is most likely that his/her development as a
shooter will involve different coaches interacting with the same player as they progress through the pathway. Therefore
we must have consistent protocols that are taught across the nation.
Minimising duplication, removing conflicting advice and improving communication all take time so developing shooting in
our emerging talent we need to have consistency in our approach.

The following is the current guide for the National Shooting Program, the result of a multifaceted consultative and
collaborative approach. This consultation has included National team coaches, AIS Coaches, NITP Head Coaches and world
class coaches from Australia and overseas.

Coaches on the performance pathway should be regularly testing and recording shooting results.

Coaches must encourage the involvement of every player during the process of development –to shoot the ball!
Particularly from the perimeter, and have a patient approach towards the relevance of success at different age groups and
stages of improvement. This National Shooting Program is of critical importance if we are to achieve our national
objectives and realise a major improvement in the quality and performance of Australia’s best shooters.
42 | P a g e
Purpose
The purpose of this document is to outline the development of a National Shooting Program with aspects such as the
protocols, minimum quality standards, testing and role and responsibilities of various deliverers of Basketball Australia
development programs, plus the components necessary to ensure that Australia develops and prepares world class
shooters for international level competition.

The purpose of developing and implementing the National Shooting Program is to;

Establish nationally accepted protocols to aid technique development with defined practice activities to develop better
shooters and testing procedures to measure progress and performance for key participants.
 Create more time in practice dedicated to shooting and regular testing
 Practice shooting within game situations
 Practice under pressure
 Use the Foul Shot to help develop shooting technique and the 3pt shot
 Develop a variety of finishing moves close to the basket
 Align and coordinate the delivery mechanisms and influences to aid the long term development of world class
shooters in Australia.

Outcomes
To produce the best shooters (gauged in terms of international competitiveness) primarily for:
 Senior national teams (Boomers, Opals, Rollers, Gliders)
 Emerging Boomers and Opals
 National Basketball League
 Women’s National Basketball League
 National Junior Teams
 National Depth Chart

Proficiencies
Key elements:
 Preparation
 Stance
 Mechanics
 Accuracy
 Finish
 Technique
 Tempo
 Mental approach
Testing Activities
The National shooting tests have been developed to help us measure our players shooting ability. Testing provides
individual baselines and team benchmarks for performance that if used correctly can guide the individual and program
development. It is important to realise these are activities that have been selected as specific tests, some of which are
difficult to improve on once benchmarks are reached (lay up tests) and these should not be used as a complete analysis of
improvement but as a ceiling for best performance.

In high performance sport, we are judged on performance and a training program cannot be judged as successful unless
certified outcome measures show that there has been improvement.
Testing is only worth the information it offers. If players are going to be tested the results need to be utilised and lead to
the information being implemented into the shooting developmental program. Then the players should be re-tested 6-8
weeks and areas of continued weakness addressed and areas of improvement progressed.

Players want to compete or test themselves so the national shooting tests become a key stagey for judging improvement
and hopefully encouraging more deliberate practice of shooting. Focusing on process leads to better outcomes. Shooting
is not coach dependent in determining success. Coaches must let players discover for themselves but guide this discovery
for finding a consistent shooting technique.

43 | P a g e
The national shooting test has tests for layups, free throws, mid range shooting, one dribble jump shots from medium
range and 3 point shooting tests. Knowing which one is appropriate to the stage of development of your players is
important; not only to get accurate measurement of progress, but to also instil confidence, not destroy it through
requiring an inappropriate testing level.

Current tests:
 3pt shots without rebounder – 5 minutes
 Pull up jump shots without rebounder – 5 minutes
 Four lay up drill – 1 minute
 Full court lay up drill – 1 minute
 Boomer 100 series
 Fouls shots –Consecutive makes (PB)

Technique development protocols and activities

A proficient shooter will have;

Set position - Balance, through a good triple threat stance to start the one action movement
- Vision of the target with head and chin up in preparation of the shot.
- Holding the ball with hands in the correct position. Ensuring the ball is held to the
line of the shoulder of the preferred shooting side through establishing the
set position. No dipping the ball.

Load position - Elbow positioning is under the ball and also under the wrist and culminating in a lift
of the ball to eye level.
- This also allows getting the flight and trajectory of the ball higher.
- Assists getting it over the outstretched hand of a defender.

Shoot (jump & release) – Jumping is relative to the time available to execute the shot. The shot
should be taken at the height of the jump or ‘on the up’
. - Lock the elbow – snap the wrist and the line of the ball to the shoulder will
determine the accuracy and trajectory of the shot.

Footwork for shooting-The triple threat position provides a solid base for shooting because the player is already in proper
balance to shoot so the shot can be taken more quickly. To receive the ball from the right the player catches, pivots on his
left foot pivoting towards the basket, squaring up, knees flexed and without moving the feet, shoot the ball . In receiving
the ball from the left the player steps across and in front with the right foot, squares to the triple threat position and
without moving either foot, bring the ball up and shoots.

CATCH AND SHOOT FOOTWORK (inside foot is pivot foot, L & R sides)
Catch and shoot – six metre jump shot
Catch, shot fake – six metre jump shot
Catch, drive fake - six metre jump shot
Catch, combination fakes – six metre jump shot
Catch and face, drive to the basket layup under hand, over hand, hook, reverse
Catch, one bounce jump shot, cross over
Catch, one bounce jump shot, onside
Catch, two bounce jump shot, cross over
Catch, one bounce jump shot, onside

Timing and tempo

As players progress and develop their shooting technique they need to be able to shoot under pressure or in game-like
situations.
44 | P a g e
  Gather on the catch of the ball needs to get the ball into the set position quickly
 Quick feet preparation
 Finish the shot efficiently but effectively

In the NBA reported by ESPN Ray Allen’s 3pt jumps shot takes about .73 of a second. There is no doubt that there is a
certain amount of time that it should take to get ready and to complete a shot and that this should become progressively
quicker eliminating wasted movement will improve the time taken to get a shot away but we should also recognise that
the actual shot needs to be relatively quick.

This can be a speed verses accuracy conflict, but all shooters continuing on the pathway should be aware and able to get a
shot off quickly with good technique. We should start with a three count to establish and get a shot away at the higher
levels.

Obviously the amount of time allocated to shooting and the drive and ability of each player in the pathway will determine
success. Knowing all our coaches can coach shooting as a skill to all levels becomes a key driver in the rationale behind
making shooting one of our national skills

As the purpose of each coach and each player is to improve the individual’s performance in games at the highest level, it is
imperative that we are training the skill within the correct game context.

Players must learn that technique is based on principles of hand and arm positioning alignment, stance, balance, trajectory
and rhythm. Once shooting technique has been acquired in must be further developed in order to shoot within the various
game situations:

 Shooting after a sprint. Stopping with stride and jump stops.

 Shooting after a dribble (one or two bounces).
 Shooting after various cuts (“L” cut, “V” cut, banana cut, curl cut, flare cut etc).
 Shooting after using various screens (down screen, back screen, cross screen, staggered screens).
 Shooting from range.

Furthermore, the many types of shots that are utilized in a game for a balanced attack can be classified into three
fundamental categories with shooting; 1. Stationary (standing still) 2. Off the pass 3. Off the dribble.
There are niche shots (finger rolls, hook shoots, runners.etc) but all shots in a game fall into one of these three categories.

Competitive practice
The discipline of shooting is essentially practice. Elevating intensity during performance is paramount in the developing of
shooting technique as it allows the athletes to develop technical skill whilst improving mental techniques and focus and
also understanding tempo. Once again this requires discipline form the player and as coaches we must continue to
develop the discipline to train appropriately. The introduction factors affecting pressure into practice is essential coaches
may use many different challenges including fatigue, defensive pressure, time pressure and repetition.

Coaches must always try to employ the competitiveness in their athletes and allow it to help them become successful
shooters. Competitive games are at the very heart of building pressure within shooting practices and should be used
regularly. Individual shooting games and team games are all valuable tools for the coach and will help develop basketball
players that are aware that

For effective shooting to be a truly entrenched skill it needs to be performed against assertive defence, at game tempo
with as many repetitions as possible. By adding defenders into shooting practices players are able to work on the fine line
judgements of time and space to shoot.
The use of time and score scenarios or the requirement of scoring runs or circumstances in games to highlight the
situation and the shot required.

Conditioning the shooters to execute against defensive pressure in 1v1, 2v2 and 3v3 games will still allow the coach to
control the practice and ensure the correct repetition of desired technique.

45 | P a g e
Some examples of activities from the national Shooting Program include;

 Yugo drill
 Pressure shooting
 2nd movement shooting
 1v1
 2v2

Coaches should follow the principles of shooting and coach good technique.
 Players should shoot the ball daily to improve technique and tempo.
 Coaches should encourage and provide for shooting practice for all players.
 The specialising ages from 14 to 17 years and the investment years from 18 to 22 years are about perfecting the
art of shooting the basketball.
 Coaches will facilitate but the drive of the player will determine where the player will finish and what they will
achieve.

Where can we make the most improvement?

The first shooting situation requiring more consistent technique is the foul shot. This is a closed skill therefore robust and
repeatable technique development is available every time a player steps to the foul line.

Coaches must take advantage of foul shooting practice for teaching and correcting technique. It is an effective situation to
watch players shoot, video and provide feedback. It is also the precursor to developing the 3pt shot, thus progression
backwards from the free throw line must be based on success. Coaches must also emphasise the importance of foul
shooting, it is not an activity we do between drills, and competitive foul shooting activities must be an integral part of any
practice.

Shooting by its very nature is a result based process where the teams that shoot with the greatest accuracy often have the
most opportunities to win games. By building foul shooting targets into practice sessions coaches
are able to stress the importance and also work on the cognitive behaviour and consequences associated with winning
and losing. Including target activities for foul shooting are tremendous for pushing players and teams beyond their
perceived limits and also grows team building.

Summary
 Conduct regular testing of shooting to monitor performance at all levels of the national program.
 Conduct a National shooting competition that can be easily replicated across all programs
 Promote a series of ‘pro’ workouts any player on the pathway can record their results next to the
National, NBL and WNBL players results.
 Implement the National shooting competition protocols to all levels of development and national teams programs.
 Use the national master checklists for coaching shooting including the individual offence master checklist to help
plan and shooting.
 Encourage home shooting programmes for all players on the national pathway.

While the aim is to develop each player’s shooting skill, through acquiring good technique the motivation to practice more
shots is a key strategy for longer term improvement.
The NPP has a series of desirable standards (targets) and minimum standards for each test.

All athletes should be aiming to better the desirable standard mark. If athletes fail to reach the minimum standard they
will be notified and encouraged to improve their scores

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National Shooting Tests and Drills All athletes

Minimum Standard Desired Standard

3pt shots in 5 minutes - no rebounder 30 60

Pull up jump shots in 5 minutes - no rebounder 30 60

Four layup drill – 1 minute 8 10

Full court layups in 1 minute 8 10

Aussie 100 – Smalls 40 70

Aussie 100- Wings 40 70

Aussie 100 - Bigs 40 70

Yugo drill 10 mins 8 mins

3 pt shots in 7 minutes with rebounder 60 120

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 National Shooting Tests

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 NATIONAL SHOOTING TESTS

4 LAYUP DRILL

Players start as indicated in diagram;

a) Drives and makes a R/H underhand layup.
b) Rebounds, dribbles to corner, places one foot outside 3pt
and drives for reverse layup.
c) Rebounds and dribbles to right wing (foot outside 3pt line)
and drives middle for LH running hook (overhand).
d) Rebounds and dribbles to top of key, drives and shoots 'runner'.

Reverse and follow pattern on left hand side, using L/H shot and
footwork etc.

Score: How many made layups in 1 minute. Can vary types of

shots.

3 PT SHOTS IN 5 MINUTES

(NO REBOUNDER)

Shooter must start outside 3pt line and take 3pt shot.
Follow shot, rebound, dribble outside the 3pt line and repeat.
Record score in 5 minutes.

PULL UP JUMP SHOTS IN 5 MINUTES

(NO REBOUNDER)

Shooter must start outside 3pt line and take 1-2 bounce jump shot.
Follow shot, rebound, dribble outside the 3pt line and repeat.

Record score in 5 minutes.

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 1 MINUTE LAYUP DRILL COMPETITION

Player starts at elbow and dribbles full court for RH

layup. Can throw ball out in front, to start, but no further
than half court.

Rebounds and dribbles full court on same side to

opposite end for LH layup.

Record score in 1 minute.

CONSECUTIVE FOUL SHOTS

How many fouls shots can you make in a row?

What is your PB?

50 | P a g e
 AUSSIE 100 – Smalls
The player takes 5 shots from each of the 5 spots
diagrammed for a score out of 25

All shots are three point attempts

The player must first cut around a cone and then "drift" to
the numbered spot for the shot.

The player takes 5 shots from each of the 6 spots

diagrammed for a score out of 30

All shots are three point attempts

The player leads to the spot diagrammed on the left side

of the court for 5 shots attempts for a score out of 5.

Then repeat from the right side.

All shots are three point attempts

The player goes through the movement of driving off an on

ball screen to the middle for the shot.

5 shot attempts from each side.

All shots are three point attempts

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 The player will jab and then shoot one shot from each
of the 5 spots diagrammed for a score out of 5.

All shots are three point attempts

The player will go through the process of setting an off

ball screen in the middle and then sprint to the opposite
corner for the shot.

Take 5 shots from the left side and then 5 shots from the
right side.

All shots are three point attempts

The player will go through the process of setting a

cross screen and then cut up the middle like coming
off pick the picker action for the shot.

Take 5 shots from each side for a score out of 10.

All shots are three point attempts.

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 NAME: ____________________ Date: _____________ Recorded by: ______________

SMALLS
SHOT TYPE SPOT SHOT TOTAL

Left Corner 1 2 3 4 5

Left Wing 1 2 3 4 5

SPOT SHOOTING Center 1 2 3 4 5

(25 SHOTS) Right Wing 1 2 3 4 5

Right Corner 1 2 3 4 5

Left Baseline 1 2 3 4 5

Left Wing 1 2 3 4 5
DRIFTS
Left Slot 1 2 3 4 5
(30 SHOTS)
Right Slot 1 2 3 4 5

Right Wing 1 2 3 4 5

Right Baseline 1 2 3 4 5

Throw Ahead 1 2 3 4 5
UPSIDE
Pick & Roll 1 2 3 4 5

Throw Ahead 1 2 3 4 5
DOWNSIDE
Pick & Roll 1 2 3 4 5

JABS (5) SPOTS 1 2 3 4 5

1 2 3 4 5
PICK THE PICKER
1 2 3 4 5

1 2 3 4 5

FLARES
6 7 8 9 10

TOTAL

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 AUSSIE 100 - WINGS
The player takes 5 shots from each of the 5 spots
diagrammed for a score out of 25.

All shots are three point attempts.

The player must first cut around a cone and then "drift" to the
numbered spot for the shot.

The player takes 5 shots from each of the 6 spots diagrammed

for a score out of 30.

All shots are three point attempts.

The player trails to the spot diagrammed on the left side of the
court for 5 shots attempts for a score out of 5.

Then repeat from the right side.

All shots are three point attempts

The player goes through the movement of trailing into an

on ball screen and then popping to the corner for the shot.

5 shot attempts from each side.

All shots are three point attempts.

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 The player will jab and then shoot one shot from each of the 5
spots diagrammed for a score out of 5.

All shots are three point attempts

The player will go through the process of setting an middle on

ball screen in the middle and then popping to the wing for the
shot.

Take 5 shots from the left side and then 5 shots from the right
side.

All shots are three point attempts.

The player will go through the process of setting a turn out

down screen and then pop to the corner for the shot.

Take 5 shots from each side for a score out of 10.

All shots are three point attempts.

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NAME: ____________________ Date: _____________ Recorded by: ________________

WINGS

SHOT TYPE SPOT SHOT TOTAL

Left Corner 1 2 3 4 5

Left Wing 1 2 3 4 5
SPOT
SHOOTING Center 1 2 3 4 5

(25 SHOTS) Right Wing 1 2 3 4 5

Right Corner 1 2 3 4 5

Left Baseline 1 2 3 4 5

Left Wing 1 2 3 4 5

Left Slot 1 2 3 4 5
DRIFTS
Right Slot 1 2 3 4 5
(25 SHOTS)
Right Wing 1 2 3 4 5

Right
1 2 3 4 5
Baseline

Trailer 1 2 3 4 5
UPSIDE
Pick & Pop 1 2 3 4 5

Trailer 1 2 3 4 5
DOWNSIDE
Pick & Pop 1 2 3 4 5

SPOT JABS 1 2 3 4 5

MPR PICK & POP 1 2 3 4 5

FLARES 1 2 3 4 5

DIST: _____ 6 7 8 9 10

TOTAL

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 AUSSIE 100 - BIGS
The player takes 5 shots from each of the 5 spots diagrammed
for a score out of 25

All shots are from mid range.

The player must first cut around a cone and then "drift" to the
numbered spot for the shot.

The player takes 5 shots from each of the 6 spots diagrammed

for a score out of 30

All shots are from mid range.

The player will post up as diagrammed on the low block,

receive the ball then turn and shoot 5 shots attempts for a
score out of 5.

Then repeat from the other side.

The player will jab and then shoot one shot from each of the 5
spots diagrammed for a score out of 5.

All shots are from mid range.

57 | P a g e
 The player will go through the process of setting a middle ball
screen and then popping to the wing for the shot.

Take 5 shots from the left side and then 5 shots from the
right side.

All shots are from mid range.

The player will go through the process of trailing down the

court to receive a pass 1 step inside the three point line.

Take 5 shots from each side for a score out of 10.

The player goes through the movement of trailing into an on

ball screen on the wing and then popping to the short corner
for the shot.

5 shot attempts from each side.

All shots are from mid range.

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 NAME: ______________________ Date: ___________ Recorded by: ________________

BIGS

SHOT TYPE SPOT SHOT TOTAL

Left Corner 1 2 3 4 5

Left Wing 1 2 3 4 5
SPOT SHOOTING
Center 1 2 3 4 5
DIST: _____
Right Wing 1 2 3 4 5

Right Corner 1 2 3 4 5

Left Baseline 1 2 3 4 5

Left Wing 1 2 3 4 5

Left Slot 1 2 3 4 5
DRIFTS
Right Slot 1 2 3 4 5
(25 SHOTS)
Right Wing 1 2 3 4 5

Right
1 2 3 4 5
Baseline

Upside 1 2 3 4 5
TURN FACE/ISO
Downside 6 7 8 9 10

Upside 1 2 3 4 5
SLPR
Downside 6 7 8 9 10

Upside 1 2 3 4 5
MPR
Downside 6 7 8 9 10

JABS 1 2 3 4 5

Pass from
Upside
1 2 3 4 5
TRAIL
Pass from
Downside
1 2 3 4 5

TOTAL

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Yugo drill
O1 shoots from the corner until they hit the shot.

They then move to the next spot which is the foul line extended - they shoot but if
they miss they must cut to the sideline and then back and shoot again. When they
hit the shot they move to the next spot.

Centre line and sideline, back and forth until they make the shot. then move
to the next spot.

Foul line extended other end then the next spot.

Baseline and sideline - back and forth until they make the shot.

As with the sideline the player has to make a shot running to five separate spots.

First just catch and shoot the 3pt shot.

Then run to the front of the centre circle and back.

Then the back of the centre circle and back.

Then the opposite foul line and back.

Then the baseline and back.

They then repeat the drill down the other sideline hitting the
five sideline spots.

To make the drill harder have the players make either 2 or 3 shots in a row from
each spot.

NBL players should be able to make 2 in a row.

National team member should be able to make 3 in a row from each spot before
moving to the next spot.

As a variation have the players only run to the centre and

back but they have to make 5 shots in a row from the
sideline, middle and other sideline.

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 NATIONAL SHOOTING CHARTS

Week 1 2 3 4 5 6 7 8 9 10 11 12

Concept shooting

Receiver shots (catch & shoot)

Short corner

Long corner

Wing

Elbow

Top of key

Stationary moves

Up fake, one dribble jump shot, onside-right

Up fake, one dribble jump shot, onside-left

Jab step, crossover, one dribble jump shot -

right

Jab step, crossover, one dribble jump shot -left

Up fake, one dribble step back-right

Up fake, one dribble step back -right

Live dribble moves

Stutter step and drive (lay up)

Stutter step, onside move, jump shot - right

Stutter step, onside move, jump shot - left

Stutter step, crossover dribble, jump shot - right

Stutter step, crossover dribble, jump shot - left

Hesitation move, jump shot –right

Hesitation move, jump shot – left

Punch and retreat, (crossover) jump shot - right

Punch and retreat, (crossover) jump shot - left

Foul shooting

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3pt shooting (Catch and shoot)

Corners

Wings

Top of key

3pt shooting (off dribble)

Corners

Wings

Top of key

Foul Shooting

Foul shooting (50)

Points of Emphasis

• Set position
• Load position
• Shoot (jump & release)

All shots are taken at game tempo and from an area of the floor where players would find themselves open
within an offensive system. Emphasis is on footwork and shooting technique and the workout can be tailored to
varying duration.

This workout should take 40 minutes, done with high intensity. Keep records.

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63 | P a g e
 Physiotherapy
Musculoskeletal Screening
Program

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 PHYSIOTHERAPY MUSCULOSKELETAL SCREENING RESULTS

ATHLETE: ______________
SCREENING SUMMARY

Trunk/ spine < [R] rotation lumbar spine, stiff [L] palpation lumbar spine

[L] hip quadrant tight, limited IR bilateral hips [R=5, L=0], limited hip
Hip
extension range [R=L 25 degrees]

Knee Patella tendon bilateral pain on palpation

Lower leg Proprioception average

Ankle dorsiflexion limited 11cm bilateral, feet stiff subtalar and R < L
Feet/ ankle
midtarsal joints

Abdominal 55 average

Flexibility General flexibility ok but improvements needed, some neural tightness

Thoracic spine

Shoulder Not tested

Hand/ wrist Not tested

RECOMMENDATIONS

 Some minor issues to address with flexibility, neural range, quad and hip extension flexibility.
 Significant reduction in hip range especially internal rotation [difficulty in defensive sliding and lateral
movements].
 Have discussed need to be aware of patella tendon soreness, changes to flexibility will help unload.

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 BASKETBALL SCREENING FORM

Date of testing: __/__/__

Name of athlete: _________________________________________

Date of Birth: __/__/__ Age: ___ Gender: _________

Height (cm): _________ Weight (kg): ________

Position: _________________________________________

Shoots: Jumps Off:

Lands on:

Shoes: brand/style;

Coach: _____________________________ Telephone:_______________________

Time in sport: _______________________ Current Level: ________________________________

Do You Wear? Foot Orthotics ___________ Any Braces/Tape (Type) ____________

Training Volume / week ____________________ Games / week ____________________________

Contact Lenses ?_________ Mouth-guard? ___________

Previous Injuries:

Date Injury Code

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__/__/__ __________________________________________________ ________

__/__/__ __________________________________________________ _________

__/__/__ __________________________________________________ _________

__/__/__ __________________________________________________ _________

__/__/__ __________________________________________________ _________

__/__/__ __________________________________________________ _________

Current Injuries

__/__/__ __________________________________________________ _________

__/__/__ __________________________________________________ _________

Test Left Right Comments

STANDING

Posture – spinal curves

Posture – hip-knee-foot alignment

Lumbar spine FF

Lumbar spine Extension

Lumbar spine quadrant

GHJ flexion

GHJ abduction

GHJ IR - hand behind back

GHJ ER - hand behind head

GHJ empty can

Single leg squat - quality

67 | P a g e
Hop - quality

Decline squat - pain

Decline squat - range

Decline squat - quality

Dorsiflexion lunge (Knee to wall)

Gastrocnemius length

Calf heel raises – endurance Reps..... Reps.....

Proprioception EC 30 seconds

Proprioception mat EC 30 seconds

SITTING Left Right Comments

Slump

Thomas test - ITB

Thomas test - iliopsoas

Thomas test - RF

Tx – Lx rotation

GHJ IR in abduction

GHJ impingement tests

Elbow flexion

Elbow extension

Forearm supination

Forearm pronation

Wrist ROMs

TFCC

Thumb MCL

Scaphoid palpation (if history of injury)

SUPINE Left Right Comments

GHJ apprehension

GHJ anterior drawer

Abdominals

Leg lengths - lying

Leg lengths - sitting

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Squish

Pelvic position

Hip flexion ROM

Hip IR in 90/90

Hip ER in 90/90

69 | P a g e
SUPINE continued... Left Right Comments

Hamstrings 90/90

Straight leg raise

Long adductor length

Squeeze test 0 degrees

Squeeze test 45 degrees

Squeeze test 90 degrees

Knee flexion

Knee hyperextension

Tibial IR at 90 degrees

Tibial ER at 90 degrees

PFJ medial glide

PFJ medial tilt

Lachman’s test

Pivot shift

Posterior drawer

Anterior drawer

MCL stress

LCL stress

McMurray’s

VMO bulk Atrophy / normal Atrophy / normal

Palpation – patella tendon

Palpation – joint line

Palpation – tibial tubercle

Anterior lower leg compartment

Posterior lower leg compartment

Palpation – Medial tibial border

Subtalar joint mobility

Talar tilt

TCJ anterior drawer

Resisted eversion (peroneals)

If indicated:

Ankle posterior impingement

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Ankle anterior impingement

Palpation navicular

Palpation talar dome

PRONE Left Right Comments

Hip extension ROM

Hamstring bulk Atrophy / normal Atrophy / normal

Calf bulk Atrophy / normal Atrophy / normal

Palpation – Achilles tendon

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 National Physical Development
Program

Movement Screening

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Minimum Standards – National Physical Development Program

Use current movement screening on the following exercises and rate them on a scale 1-3:

1 – Cannot complete exercise without major flaws

2 – Can complete exercise but with some minor flaws

3 – Can execute exercise with technical proficiency

Exercises Included:

 Broomstick Squats
 Broomstick OH Squat
 In Line Lunge (right and left)
 Box Drop to Landing
 SL Hop + Stick
 Repeat Jumps

Athletes could potentially score 18 points, if they receive less than 15 points this is a fail.

The following exercises will need to be completed with good technique and achieve the following repetitions:

 SL Glute Bridge 12/leg

 Pushups 6
 Prone Hold 1min
 SL Calf Raise (on floor) 20/leg

Broomstick Squat

3- Heels remain on floor, knees aligned over feet, femur is below parallel, upper torso
angle is parallel with tibia angle
2 - Heels remain on floor, knees aligned over feet, femur is parallel to 90 degree knee
angle, - or minimal lift in heels, femur is below parallel. Upper torso angle is parallel with
tibia angle.
1 - Heels lift off floor, knee valgus or varus, knee angle greater than 90 degrees, bent
upper torso.

3 2 1 1

73 | P a g e
OH Broomstick Squat

3- Heels remain on floor, knees aligned over feet, femur is below parallel, upper torso
angle is parallel with tibia angle, dowel does not extend past feet
2 - Heels remain on floor, knees aligned over feet, femur is parallel to 90 degree knee
angle, - or minimal lift in heels, femur is below parallel. Upper torso angle is parallel
with tibia angle, dowel does not extend past feet
1 – Heels lift off the floor, knee valgus or varus, knee angle greater then 90 degrees,
bent upper torso, dowel extends past feet.

3 2 1

Lunge

3- back knee travels directly down near to the floor (does not have to touch), feet
remain pointing forward, no torso movement, dowel remains horizontal
2- back knee travels directly down near to the floor (does not have to touch), feet
remain pointing forward, minimal torso movement.
1 - loss of balance, knee varus or valgus, large torso movement.

3 3 2
1

Box Drop to Landing

3 - sufficient knee (ca. 100-110 degrees knee joint angle) and hip flexion - head,
shoulders are in line with mid-foot. Balanced landing on whole of foot (toes to
heels).
2 - compensation during landing: knee valgus or varus, extreme hip and knee
flexion
1 - loss of balance, minimal hip and knee flexion, landing on toes only

74 | P a g e
 3 3 2
1

SL Hop + Stick

3 - sufficient knee (ca. 100-110 degrees knee joint angle) and hip
flexion - head, shoulders are in line with mid-foot. Balanced landing on
whole of foot (toes to heels).
2 - compensation during landing: knee valgus or varus, extreme hip
and knee flexion
1 - loss of balance, placement of other foot on floor to control landing

3 2 1

Repeat Jumps

As per physiotherapist – Tony Ward Standards

SL Glute Bridge

Must complete 12 repetitions in a row per leg, with hips remaining square and full range whereby shoulders, hips, knee are
in alignment.

Pushups

Must complete 6 reps in succession where the body remains in good alignment from shoulders, hips, knees to toes. Head
remains in a neutral position, begin in an arm extended position and lower until chest touches the floor then raise chest until
arms are extended.
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Prone Hold

Athletes must be able to hold a prone hold position with shoulder, hip, knee and feet in alignment for 1 min. This can wither
be completed on the forearms or with arms extended and hands touching.

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 National Physical Testing
Protocols

77 | P a g e
 BASKETBALL FITNESS TESTING PROTCOLS
1. Introduction ............................................................................................................................................... 79

2. Athlete Preparation ................................................................................................................................... 80

2.1 Diet................................................................................................................................................... 80
2.2 Training ............................................................................................................................................ 80
2.3 Testing ............................................................................................................................................. 80
2.4 Laboratory / Field Environment ........................................................................................................ 80

3. Equipment Checklist ................................................................................................................................. 80

4. Recommended Test Order ....................................................................................................................... 82

5. Test Protocols ........................................................................................................................................... 82

5.1 Anthropometry ................................................................................................................................. 82
5.1.1 Rationale ......................................................................................................................... 82
5.1.2 Test Procedure................................................................................................................ 82
5.1.3 Practical Applications /
Limitations / Analysis of Test Results ............................................................................................................. 83
5.1.4 Normative Data ............................................................................................................... 83
5.2 Vertical Jump ................................................................................................................................... 83
5.2.1 Rationale ......................................................................................................................... 83
5.2.2 Test Procedure................................................................................................................ 83
5.2.3 Practical Applications / Limitations / Analysis of Test Results ......................................... 84
5.2.4 Normative Data ............................................................................................................... 84
5.3 20-m Sprint ...................................................................................................................................... 84
5.3.1 Rationale ......................................................................................................................... 84
5.3.2 Test Procedure................................................................................................................ 84
5.3.3 Practical Applications / Limitations / Analysis of Test Results ......................................... 85
5.3.4 Normative Data ............................................................................................................... 85
5.4 Basketball Agility Test ...................................................................................................................... 85
5.4.1 Rationale ......................................................................................................................... 85
5.4.2 Test Procedure................................................................................................................ 85
5.4.1 Practical Applications / Limitations / Analysis of Test Results ......................................... 86
5.4.2 Normative Data ............................................................................................................... 86
5.5 Sit and Reach Test .......................................................................................................................... 86
5.5.1 Rationale ......................................................................................................................... 86
5.5.2 Test Procedure................................................................................................................ 86
5.5.3 Practical Applications / Limitations / Analysis of Test Results ......................................... 86
5.5.4 Normative Data ............................................................................................................... 86
5.6 Basketball Line Drill ......................................................................................................................... 87
5.6.1 Rationale ......................................................................................................................... 87
5.6.2 Test Procedure................................................................................................................ 87
5.6.3 Practical Applications / Limitations / Analysis of Test Results ......................................... 87
5.6.4 Normative Data ............................................................................................................... 87
5.7 Yo-Yo Intermittent Recovery Test .................................................................................................... 87
5.7.1 Rationale ......................................................................................................................... 87
5.7.2 Test Procedure................................................................................................................ 87
5.7.3 Practical Applications / Limitations / Analysis of Test Results ......................................... 89
5.7.4 Normative Data ............................................................................................................... 89
5.8 Functional Movement Screens......................................................................................................... 89
5.8.1 Rationale ......................................................................................................................... 89
5.8.2 Test Procedure................................................................................................................ 89
5.8.3 Practical Applications / Limitations / Analysis of Test Results ......................................... 91
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 5.8.4 Normative Data ............................................................................................................... 92
5.9 Strength and Power Testing............................................................................................................. 92
5.9.1 Rationale ......................................................................................................................... 92
5.9.2 Test Procedure................................................................................................................ 92
5.9.3 Practical Applications / Limitations / Analysis of Test Results ......................................... 93
5.9.4 Normative Data ............................................................................................................... 93

1. Introduction
The testing protocols outlined in this chapter have been used extensively with elite junior players in programs of
Basketball Australia. The tests presented here form a comprehensive test battery for junior players. A basic set of tests
includes: anthropometry, 20-m sprint, vertical jump, sit&reach, line drill test, basketball agility test, and the Yo-Yo
intermittent recovery test level 1. Coaches can elect, where equipment and specialist personnel are available, to add
strength and power testing, and functional movement screening.

Various protocols have been established to assess the basketball-specific status of players preparing for national and
international competitions. These performance, physiological and physical tests include body composition, upper and
lower body strength, lower body power, physical competencies, speed, agility, repeat effort ability and aerobic endurance.
Similar tests and testing programs have evolved elsewhere in the international game particularly in the United States, for
example the NBA Combine test data (Kamalsky 2010) and SPARQ (Wood 2010), and Europe. Some of this material has
been published in the scientific literature but a substantial amount of work goes unpublished outside of the public
domain. Other tests will evolve and there are many variations of simple tests giving coaches and scientists scope to
develop more meaningful and useful tests. The comparative data on elite junior basketball players detailed here should
provide a valuable resource for the basketball community.

The fundamental demands of basketball competition involve physiological contributions from both aerobic and anaerobic
energy systems (Delextrat and Cohen 2008; Drinkwater et.al. 2008; Ziv and Lidor 2009). A discrete set of physical
competencies which translate into effective offensive and defensive performance during play are also important.
Basketball fitness also centers on strength (Drinkwater et.al. 2008) to maintain the required musculo-skeletal resilience to
meet the demands of single, and repeated games of tournament competition. The detrimental effect of fatigue
experienced after basketball play has been assessed using many of the protocols described here (Montgomery et.al.
2008). A recent case study revealed that accumulated fatigue can impact negatively on shooting performance (Erculi and
Supej 2009). The relationships between fitness characteristics and game performance indicators are poorly understood -
the tests described in this chapter should be useful in this regard.

A comprehensive set of physiological and physical test protocols provides coaches and practitioners with information
regarding the current fitness status of their players, and short to long-term improvement or impairment in key
performance areas (Drinkwater et.al. 2005; Drinkwater et.al. 2007; Montgomery et.al 2008). Age and positional role
differences in fitness performance in basketball are particularly evident in intermittent high-intensity endurance and
agility performance (Delextrat and Cohen 2009; Abdelkrim et.al. 2010). It is clear that training should be individualized
when dealing with positional roles in basketball. Interpretation of test data can influence decisions on training
prescription to enhance fitness and performance, but also career longevity and reducing the number of missed games
through injury. Senior programs and teams would need to establish their own normative data for interpreting test results.

The benefits of a testing program are underpinned by specificity of the tests that measure key attributes of basketball, and
the efficiency in which the tests are administered to the entire playing roster. The tests selected here reflect recent and
79 | P a g e
contemporary practice in high level junior basketball and published scientific research. For example, cycle ergometer tests
used in the 1990’s have been superseded by the Line-drill test, which has greater relevance to on-court demands, and
discriminates seasonal performance (Montgomery et.al. 2008). Similarly, for aerobic assessment, the intermittent nature
of the Yo-Yo test is representative of game play, and correlates highly with laboratory- based aerobic testing (Krustrup
et.al. 2003; Bangsbo et.al. 2008; Castagna et.al. 2008). The agility drill has been revised to incorporate greater functional
aspects of play, and new international court markings. Although the lane agility test used in the NBA Combine also has
extensive historical data to assess how quickly a player moves around the key, the use of backwards running in that test is
questionable with respect to specificity, particularly in defensive play around the basket. The revised basketball agility test
incorporates selected movements implemented in a controlled environment emphasizing speed and footwork around the
key.

2. Athlete Preparation
Standardized pre-test preparation is needed to obtain reliable and valid physiological data.

2.1 Diet
Athletes should be encouraged to follow their normal dietary practices in the 24-48 h preceding testing. A light breakfast
should be consumed before testing conducted in the morning, and similarly a light lunch consumed 2 to 3 h before
afternoon testing.

2.2 Training
Athletes should be tested in a relatively fresh state so that they can give a full unhindered effort in the maximal effort
tests. It is preferred that athletes have only a light skills-oriented session on the evening before testing, and that intensive
training be conducted after testing.

2.3 Testing
Athletes should be familiar with test procedures and protocols before commencement. Written and verbal instructions
should be provided as necessary. Where possible familiarisation trials or sessions should be undertaken for athletes being
tested for the first time. Written informed consent may be required (from the player or parent/guardian) prior to testing
in some circumstances.

2.4 Laboratory / Court Environment

Anthropometry testing should be conducted in a suitable indoor area (small room) where athletes can be measured in
private. The anaerobic power, capacity and performance tests, flexibility and aerobic tests should all be conducted
indoors, preferable on a basketball court with a properly sprung wooden floor. The surface should be clean, free of dust
and in good condition. Environmental conditions should be monitored and if they are too adverse testing should be
postponed to another time.

3. Equipment Checklist
Anthropometry:
[ ] Stadiometer (wall mounted)
[ ] Balance scales (accurate to +/- 0.05kg)
[ ] Anthropometry box
[ ] Skinfold calipers (Harpenden skinfold calipers)
[ ] Marker pen
[ ] Anthropometric measuring tape
[ ] Recording sheet
[ ] Pen

Vertical Jump:
[ ] Yardstick © jumping device (e.g. Swift Performance Yardstick)
[ ] Measuring tape
[ ] Recording sheet
[ ] Pen

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20-m Sprint:
[ ] Electronic light gate equipment (e.g. Dual Beam Light Gates)
[ ] Measuring tape
[ ] Field marking tape
[ ] Witches hats
[ ] Recording sheet
[ ] Pen

Basketball Agility Test:

[ ] Electronic light gate equipment (e.g. Dual Beam Light Gates)

[ ] Measuring tape
[ ] Field marking tape
[ ] Recording sheet
[ ] Pen

Sit and Reach:

[ ] Sit and reach box

[ ] Measuring slide
[ ] Recording sheet
[ ] Pen

Basketball Line Drill:

[ ] Stopwatch
[ ] Recording sheet
[ ] Pen

Yo-Yo Intermittent Recovery Test:

[ ] Measuring tape
[ ] Witches hats
[ ] Sound box or CD player
[ ] Yo-Yo Intermittent Recovery Test CD
[ ] Stopwatch
[ ] Recording sheet
[ ] Pen

Functional Movement Screens:

[ ] Wooden dowel (approx. 2-m long)
[ ] Adjustable hurdle or obstacle
[ ] Field marking tape
[ ] Measuring tape
[ ] Recording sheet
[ ] Pen

Muscular Strength Tests:

[ ] Bench press bench and rack
[ ] Bench pull bench

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[ ] Squat rack or power cage
[ ] Barbell (Olympic 20kg)
[ ] Weight plates (2.5-25kg increments)
[ ] Recording sheet
[ ] Pen

4. Recommended Test Order

It is important that field and strength tests are completed in the same order to control the interference between
tests. This order also allows valid comparison of different test occasions. The order is as follows:

DAY TESTS

1 or AM session Anthropometry

2 or PM session Vertical Jump

20-m Sprint

Agility Test

Sit and Reach

Basketball Line-drill

Yo-Yo Intermittent Recovery Level 1

3 Movement Competencies
Upper Body Strength
Lower Body Strength

5. Test Protocols

5.1 Anthropometry
5.1.1 Rationale
Anthropometry is a traditional method to assess an athlete’s body composition. This testing enables coaches and support
staff to track and evaluate changes in an athlete’s body composition over time (a within-subject comparison), and to
compare anthropometric data across a group of athletes (between-subject comparisons). A detailed overview of
anthropometric data of basketball athletes is available (Drinkwater et.al. 2007; Drinkwater et.al. 2008).

5.1.2 Test Procedure

Measurement of stature, body mass, arm length, hand span and skinfolds should be carried out prior to court
testing protocols. Skinfolds are recorded over 7 sites (triceps, biceps, subscapular, supraspinale, abdominal,
front thigh and medial calf). The individual skinfold measures as well as the sum of the seven sites should be
reported. More advanced anthropometric assessment including muscle girths, bone breadths and limb lengths
can be conducted if required.
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While the description of skinfold measurement procedures seems simple, a high degree of technical skill is essential for
consistent results. It is therefore important that these measurements be taken by an experienced tester who has been
trained in these techniques. Where possible the same tester be used for each re-test to ensure reliability.

5.1.3 Practical Applications / Limitations / Analysis of Test Results

An anthropometric assessment gives a detailed overview of a player’s body composition. Changes in body composition
targeted through specific training can be tracked through repeated anthropometric measures. This approach evaluates the
effect of various training interventions on the athlete’s body composition. Depending on the training goal, the focus
should be on changes in lean muscle mass and/or skinfolds rather than purely on weight gains or losses.

5.1.4 Normative Data

Table 1 presents anthropometric normative data for female and male junior basketball players.

5.2 Vertical Jump

5.2.1 Rationale
Vertical jumping is a common feature of offensive and defensive movementsin basketball competition (McInnes
et.al. 1995; Abdelkrim et.al. 2007; Narazaki et.al. 2009; Abdelkrim et.al. 2010). Vertical jump ability has been
linked to an athlete’s playing time (Hoffman et.al. 1996) and is greater in national-level athletes compared to
state-level athletes (Drinkwater et.al. 2007). During basketball play overall jump height with arms extended is
important, and a jump is often preceded by movement of one or both feet during situations of rebounding or
jump-shot shooting. The vertical jump with countermovement and arm swing is a traditional test to assess an
athlete’s vertical jumping ability. Therefore this test is familiar to players and representative of game demands.

5.2.2 Test Procedure

Various commercially available jump measuring devices are available, such as the Vertec or Yardstick. Both are based on
the principle of displaceable plastic vanes that record jump height. A significant advantage for sports such as volleyball is
to allow athletes to replicate the arm swing required on court, and therefore allow sport-specific values to be obtained.
Furthermore, these devices allow the athlete an unhindered approach to the jump, which removes the distraction of
avoiding contact with a wall-mounted device. Unpack the Yardstick® from its case and assemble as per instructions in kit.
Visually check for drooping or bent vanes, and check the base and extension poles for any damage.

Check the distance between the floor and the lowest vane with a tape measure to ensure that the zero vane height is
accurate. Use the steel ruler to check the vanes for accuracy by holding the ruler at the distal end of the vanes and check
10cm segments. If any 10cm segment fall outside the 0.5cm acceptable tolerance, repair or replace obviously faulty vanes

Maximal reach height:

Athlete should assume standing position directly underneath the device with both feet flat on ground.

Record athletes Standing Reach Height - the hand used to jump with is extended fully above the head as high as possible,
fully elevating the shoulder in a direct vertical plane and maximum number of vanes should be displaced whilst feet are
maintained flat on ground. The height reached should be recorded.

Vertical jump (Yardstick):

Athletes should be encouraged to warm-up and practice jumps incorporating maximum arm swing to help achieve the
highest possible score.

Athlete should be encouraged to practice until a consistent jump pattern is attained.

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Vertec or Yardstick veins are not replaced after they have been displaced, but can be rotated around so as not to
obstruct subsequent jump attempts.

At least 3 attempts should be allowed per athlete. However, the athlete may continue to jump as long as improvements
are being made.

Record athlete’s maximum Total Jump Height – the height as indicated by number of vanes displaced. Final score is the
highest value obtained during any attempt. (NB- the recorded value is equivalent to the number of vanes displaced not the
last remaining vane!)

Calculate Jump Height by subtracting the Standing Reach Height from the Total Jump Height. Jump Height should be
recorded to the nearest 1cm.

5.2.3 Practical Applications / Limitations / Analysis of Test Results

The vertical jump height assessed in this test is dependent on lower-limb power as well as the optimal coordination of all
muscle groups involved in this movement. The results from this test can indicate a change in these two factors. The test
does not involve a cognitive component often required in basketball competition (e.g. timing of jump, anticipation of ball
flight). This limitation must be considered when interpreting results.

5.2.4 Normative Data

Normative data for junior female and male basketball players are presented in Table 2.

5.3 20-m Sprint

5.3.1 Rationale
The 20-m sprint test determines an athlete’s acceleration and speed over a short distance. Basketball athletes usually only
conduct high intensity efforts for a very short distance (or duration) (McInnes et.al. 1995; Bishop et.al. 2006; Abdelkrim
et.al. 2007; Narazaki et.al. 2009). Similar to the vertical jump, an athlete’s sprinting ability has been linked to playing time
(Hoffman et.al. 1996) and level of competition (Drinkwater et.al. 2007).

5.3.2 Test Procedure

For basketball, the sprint test is conducted over 20-m, with intermediate distances of 5-m and 10-m. Athletes start from a
stationary, upright position with the front foot on the 0-m point, in line with the start gate.

Using the measuring tape and court-marking tape, mark out the start and finish points of the course, as well as positions
for intermittent light gates as per the requirements of the sport being tested.

Place two witches hats approximately four metres after the last light gate. The athletes should be instructed to run right
through to the witches hats to ensure they don't decelerate before they reach the final gate and thus increase their total
time.

Place a strip of court-marking tape in line with the starting light gate (or at a measured distance behind the starting light
gate for sport specific protocols). The subject must start the test with their front foot placed up to this mark.

Instruct subject to assume starting position, with the front foot up to the starting line.

After a signal that the light gates are set, the subject should start when ready. The light gates will start timing
automatically as the subject passes through the first light gate.

Ensure that subjects do not slow down before the finish gate, and keep sprinting through to the witches hats.

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Record split times and total course time on the appropriate recording sheet.

To recall previous split times as required using the timing device or software

Allow subjects three trials. The fastest of each of the split times is combined to total the time for the prescribed distance.

Adequate rest must be allowed between sprints, usually achieved by rotating subjects through as part of a group.

5.3.3 Practical Applications / Limitations / Analysis of Test Results

The 20-m sprint is dependent on an athlete’s lower body strength, power and sprinting technique. The 5-m and 10-m
splits give an indication of the athlete’s ability to accelerate quickly from a standing start position. The final time gives an
overall measure of the athlete’s sprinting ability specific to basketball (short distances). Maximal effort should be
encouraged as motivation can influence the outcome of the sprint result. Providing immediate feedback (previous sprint
times) can challenge and motivate the athlete to surpass the previous best result.

5.3.4 Normative Data

Table 3 presents sprint test normative data for junior female and male basketball players.

5.4 Basketball Agility Test

5.4.1 Rationale
Although the commonly accepted definition of agility involves both mental and physical components (Sheppard and Young
2006), the agility test outlined in this section focuses solely on the physical component of agility. From a physical point of
view, agility is the ability to conduct sudden changes in direction and velocity as quickly as possible (Young et.al. 2006).
This basketball agility test is derived from a “diamond agility drill” and has been modified to incorporate the new key
format introduced by the international governing body of basketball (FIBA) in 2010.

The basketball agility test measures an athlete’s ability to execute frequent changes in direction specific to the movement
patterns seen in basketball competition. The athlete undertakes three maximum trials going towards both the left and
right side. The test involves forward acceleration with four changes in direction. Electronic light gates are used to ensure
accurate timing and are placed at the start / finish line of the agility test.

5.4.2 Test Procedure

 Using a measuring tape and field marking tape, mark the points for the start/finish line on the baseline as shown in
Figure 1. The marking points are placed a distance of 1.5-m from the intersection of the key with the baseline, leaving
a 1.9-m start/finish line. Place the timing gates on the markers. Mark the centre of the start/finish line.
 The markers for change of direction are 30-cm x 30-cm squares named ‘pivot boxes’. Using the field marking tape,
these boxes are placed on either side of the key, 3.15-m from the baseline, and on points located at 1.8-m from the
short elbow (where free-throw line and half-circle meet).
 Check the timing gates are operating correctly before the agility test proceeds.
 After providing instructions on the test procedures allow each athlete to perform a 50% effort practice run to
familiarize them with the requirements of the test. Instruct the athlete to assume a stationary starting position, with
the front foot up to and in the centre of the starting line. The athlete should be instructed to “face the first pivot box”
on their right/left and that “the first movement is forward” to ensure a correct and standardized start.
 After a signal that the light gates are set, the athlete should start when ready. The light gate will start timing
automatically as the athlete breaks the beam.
 The athlete sprints towards the first pivot box on the side of the key. A foot must be placed within each pivot box to
ensure a valid trial. The athlete changes direction sprinting diagonally towards the upper pivot box, proceeds in a
forward sprint to the opposite upper pivot box, sprints diagonally towards the final pivot box and finally finishes with
a sprint through the finish line (Figure 1).
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 Ensure that the athlete does not slow down before the finish gate, and keeps sprinting right through.
 Record the total course time to the nearest 0.01 s on the appropriate recording sheet.
 Allow athletes three trials going towards the right and left side.
 Adequate rest of at least 30 s must be allowed between consecutive sprints. Rotate athletes one sprint effort at a
time as part of a larger group.
 The criterion times are the fastest trial on the right side and left side reported to the nearest 0.01 s.

5.4.1 Practical Applications / Limitations / Analysis of Test Results

The basketball agility test is a practical method to assess an athlete’s physical ability to accelerate, decelerate
and make rapid changes in direction. The test is a pre-planned task and therefore does not involve a cognitive
component which should be considered when comparing results to on-court performances. Development of
acceleration, deceleration technique, turning footwork as well as lower-body power will improve agility test
scores.

5.4.2 Normative Data

Table 4 presents normative data for the basketball agility test for junior female and male basketball players.

5.5 Sit and Reach Test

5.5.1 Rationale
The sit and reach (S&R) test measures the overall stretch length of the calf, hamstring, gluteal and lower-back
extensor muscles and passive tissues. This test gives an indication of an athlete’s range of movement around the
lower back and pelvis.

5.5.2 Test Procedure

 Prior to this test the athlete should be asked to stretch their hamstrings and lower back.
 The athlete sits on the floor in front of the S&R box/apparatus with the legs fully extended, placing the bare
feet against the vertical surface of the box.
 One hand should be placed over the top of the other with the palms facing down, fingertips overlapping
and fingers outstretched and the elbows should be straight.
 The athlete leans forward as far as possible, sliding his or her hands along the ruler of the S&R box. It may
be necessary for the tester to apply gentle pressure above the knees to ensure leg extension is maintained.
Full stretch must be held for at least 2 s to avoid bouncing.
 The distance the fingers pass beyond the toes is recorded as a positive score. If the fingers fall short of the
toes or zero line the score is recorded as a negative score. The best of three trials is recorded to the nearest
0.5-cm.

5.5.3 Practical Applications / Limitations / Analysis of Test Results

The results from the S&R test should be used for within athlete comparisons to evaluate changes in flexibility.
Other factors not related with the athlete’s flexibility will influence the test score. These factors include
anthropometric characteristics of arm length/ trunk length and leg length. Consider any current or recent
history of tightness, injury or restrictions in the hamstring, gluteal and lower back muscle groups when
interpreting results. Increasing range of motion and flexibility will improve test results.

5.5.4 Normative Data

Table 5 presents normative data for the sit and reach test for junior female and male basketball players.

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5.6 Basketball Line Drill
5.6.1 Rationale
The basketball line-drill is a sport-specific test to evaluate the anaerobic glycolytic capacity of an athlete. In
performance terms the basketball line-drill tests the speed-endurance of a player in a basketball-specific context
of transition play (getting up and down on the court as quickly as possible).

5.6.2 Test Procedure

 Following a standard warm up, the subject should assume a standing start position, at the chosen base line.
 On the start command, the stop watch is started and the athlete is required to run as fast as possible to the closest
free throw line, back to the base line, to the centre line, back to the base line, to the distant free throw line, back to
the base line, to the opposite base line and finally to the base line where the test commenced.
 The stopwatch is stopped when the athlete crosses the base line on the last leg.
 The athlete must touch the lines with one foot and should run through the line on the last leg of the test without
slowing.
 Record the time to completion to the nearest 0.01 s on the appropriate recording sheet.
 Each athlete should complete one trial.

5.6.3 Practical Applications / Limitations / Analysis of Test Results

For the basketball line-drill the athlete is required to conduct multiple sprints with several rapid decelerations
and accelerations. The results are therefore influenced by agility as well as straight line sprinting components.
Having two athletes run at a time encourages the athlete to compete and give a maximum effort for this test.
Compliance to the testing protocol (touching the line) needs to be monitored closely to ensure a valid result. If a
line is missed, the test is terminated and the athlete can have a second trial after sufficient rest (minimum of 5
min). Strong verbal encouragement, especially towards the end of this test, can assist in the athlete pushing
through associated fatigue. An enhanced anaerobic capacity, improved sprinting and turning technique will yield
better results.

5.6.4 Normative Data

Table 4 presents normative data for the basketball line drill for junior female and male basketball players.

5.7 Yo-Yo Intermittent Recovery Test

5.7.1 Rationale
The Yo-Yo Intermittent Recovery Test (IRT) is now widely used in team sports to assess the endurance of team sport
.
athletes. Performance in the Yo-Yo IRT Level 1 has shown to significantly correlate with laboratory-based aerobic testing (V
O2max) (Krustrup et.al. 2003; Bangsbo et.al. 2008) and basketball related endurance (Castagna et.al. 2008).

5.7.2 Test Procedure

This test should be completed at the end of the basketball testing session, as fatigue associated with this test may impact
on performance in the speed/power type tests. Alternatives to the Yo-Yo IRT include the multi-stage fitness test (MSFT)
and the cross court shuffle (USA).

Using the field tape measure and court marking tape, measure out a 20 m test course, as per Figure 1.

Place two markers 2 m apart at both ends of the line (0 m & 20 m).

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In addition to the 20 m line, measure out a 5 m distance behind the 0 m line.

Place a marker on the 5 m line in the middle of the two 0 m line markers, as outlined in the diagram below. Ensure that for
each athlete involved there is one course set up per athlete, the markers should be placed parallel to each other along the
marked lines.

5m 0m 20m

2m

1. S
tart
1.1 Tur
ning

Jog Run

(Recovery)

Figure 1: Intermittent Recovery Test Marker Placement.

Instruct athletes to assume a starting position on the 0 m line.

Start the Yo-Yo Intermittent Recovery level 1 test track on the CD or MP3 player

At the time of the first signal, athletes run forward to the 20 m line. At the sound of the second signal, athletes
should arrive and turn at the 20 m line and then run back to the 0 m line arriving on the next beep.
When the start marker is passed (0 m), the athletes continue forward at a reduced pace (jogging) towards the 5
m mark, where they then make a turn around the cone and return to the start line. At this point the athletes
stop and wait for the next signal to sound.
Athletes are required to place one foot either on or behind the 0 m, 5 m & 20m lines at the start and end of each test
interval.

Athletes should continue running for as long as possible, until they are unable to maintain the speed as indicated by the
sound track.

The end of the test is indicated by the inability of an athlete to maintain the required pace for two successive trials. The
first time the START marker is not reached a warning is given, the second time the athlete must withdraw.

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When the athlete withdraws, the last speed and the number of 2 x 20 m intervals performed at this speed are recorded on
the appropriate recording sheet. (N.B. The last 2 x 20 m interval is included, even if the athlete has not made the complete
distance).
The Yo-Yo intermittent recovery test is effort dependent, thus for valid results athletes must attempt to reach the highest
level possible before stopping.

Verbal encouragement should be given to the athletes throughout the test.

Upon completion of the test, all athletes should be encouraged to perform a warm down.

5.7.3 Practical Applications / Limitations / Analysis of Test Results

The aerobic fitness assessed in the Yo-Yo IRT involves elements of agility as it requires the athlete to accelerate, decelerate
and turn on a frequent basis. Even pacing should be encouraged to ensure maximum distances. A rapid start (quick 3
steps) to hit the turn line at the beep, a low turn and then a second rapid acceleration to the finish line are useful cues for
the athlete. Reminding athletes to turn on opposite legs is another useful cue to prevent unilateral leg fatigue. It is
important that the athlete keeps conducting the test until he/she is informed to stop by the instructor. Development of
aerobic fitness and running/turning technique will result in improvements in this test.

5.7.4 Normative Data

Table 6 presents normative data for the Yo-Yo Intermittent Recovery Test for junior female and male basketball players.

5.8 Functional Movement Screens

5.8.1 Rationale
Poor motor control through a range of motion has been implicated in joint injuries as well as ongoing joint pain (Baratta
et.al. 1988; Wilson et.al. 2009). Previous systems of screening athletes for potential risk of injuries have included static
posture analysis or flexibility testing such as the sit and reach test. Unfortunately, neither of these systems assesses
effective integration of the body segments during movement. That body segments do not work in isolation during
functional movements is referred to as “regional interdependence” (Wainner et.al. 2007). For example, the ankles, knees,
and hips as well as the spinal stabilisers and mobilizers all work together to transfer maximal force into the ground for
locomotion. A compromise anywhere in this kinetic chain will lead to dysfunction of the entire movement associated with
a higher rate of injury, such as to the knee (Knapik et.al. 1991) or lower back (Nadler et.al. 1998). While less obvious than
ongoing pain or a sudden injury, consider the negative influence of even slightly impaired motor control on the accuracy,
efficiency and economy of most sporting movements. For example, individuals with a history of lower back pain are known
to have lasting impairment of their core muscles (Hodges and Richardson 1999). Such impairments have been linked to
reduced running speed despite participants being pain free (Nadler et.al. 1998). Therefore, assessing an athlete’s
competency to perform movements fundamental to athletic performance is a higher order examination of an athlete’s
readiness to train or compete than simple posture screening and flexibility testing.

5.8.2 Test Procedure

A series of tests have been developed by Cook et.al. (2006) to evaluate the quality of an athlete’s movements through
athletically relevant ranges of motion. These seven tests evaluate mid-line stability, mobility of the anterior and posterior
chains, shoulder mobility, and trunk stability. The functional movement screens are performed in the following order:
overhead squat; hurdle step; in-line lunge; shoulder mobility test; active straight leg raise; trunk stability push-up and
rotary stability test.

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Overhead squat:

 The athlete holds a wooden dowel overhead with the shoulders fully flexed and the elbows locked. The grip should be
twice shoulder width.
 The athlete stands with feet approximately shoulder width apart and toes pointing forward or slightly out.
 The initial action is for the hips and knees to flex, gradually lowering the body. The heels remain in contact with the
floor at all times.
 The lowering of the bar continues until the crease of hips is below the top of the knee.
 The athlete should be able hold this position with the torso remaining upright (parallel to the tibia) and the wooden
dowel overhead comfortably.

Hurdle step:

 The athlete begins by standing in front of an obstacle set to knee height with a wooden dowel held across the
trapezius in a high-bar back squat position.
 The athlete steps over the obstacle.
 During the step, the foot stepping over the obstacle must remain dorsiflexed.
 The hips, knees and ankles remain sagittally aligned without pivoting the torso or breaking horizontal alignment of
the wooden dowel.
 The action should be performed with both the left and right legs stepping first.

In-line lunge:

 The athlete stands so that the body is parallel to a line of tape 1-m long on the floor. The athlete takes a comfortable
stride with both feet remaining on the line of tape.
 The athlete grasps a wooden dowel behind the back so that one arm is reaching overhead as though to touch the
‘nape’ of the neck (palm prone), the other arm reaching behind the back as though to touch the inferior aspect of the
scapula (palm supine).
 The athlete lowers the rear knee to the floor so that it touches the front heel in a lunging movement.
 The wooden dowel should remain in contact with the back of the head, thoracic spine and sacrum throughout the
movement.
 The hips, knees and ankles remain sagittally aligned without pivoting the torso or breaking vertical alignment of the
wooden dowel.
 The athlete should be able hold this position with the torso remaining upright (parallel to the tibia)
 The action should be performed with both the left and right legs stepping first.

Shoulder mobility test:

 The athlete reaches behind the back so that one arm is reaching overhead as though to touch the ‘nape’ of the neck
(palm prone), the other arm reaching behind the back as though to touch the inferior aspect of the scapula (palm
supine).
 Both hands should form fists.
 The athlete cannot hold a stick, towel or receive any other aid into this position.
 The distance between the upper fist and the lower fist should not exceed one hand length as assessed by measuring
tape.
 This distance should be assessed with both the left and right fists being the superior and inferior positions.
 The athlete should be able to comfortably hold this position while the measurements are taken.

Active straight leg raise:

 The athlete lies supine on the ground in anatomical position.

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 The athlete raises a leg off the ground, with both knees fully extended and both ankles dorsiflexed; the hips must
remain flat (i.e. do not rotate).
 A wooden dowel is used as a vertical plum-line from the ankle (lateral malleolus) of the raised foot to assess the
degree of hip flexion that can be achieved. The position of the wooden dowel in relation to the horizontal leg
determines the achieved score. A score of 3 is given when the dowel resides between the hip and mid-thigh, a score
of 2 between mid-thigh and mid-patella and a score of 1 below mid-patella.

Trunk stability press-up:

 The athlete begins lying in the prone position as though about to perform a push-up. The athlete is supported on his
or her elbows. A male athlete will begin with his thumbs in line with his forehead, while a female athlete will begin
with her thumbs in line with her chin.
 The athlete will press his or her body up off the elbows to be supported on the hands.
 Male athletes unable to perform a repetition of this movement may lower the thumbs to be in line with the chin
while female athletes unable to perform a repetition may lower their thumbs to be in line with the clavicles.

Rotary stability test:

 The athlete starts in a quadruped position with the body parallel to a 1-m long piece of tape on the floor.
 The athlete should touch the unilateral knee to elbow without the spine deviating from parallel to the tape on the
floor, the knee and elbow touching in line over the tape without hip or shoulder rotation.
 An athlete unable to perform the above movement should try touching the contralateral knee to elbow without the
spine deviating from parallel to the tape on the floor, the knee and elbow touching in line over the tape without hip
or shoulder rotation.

5.8.3 Practical Applications / Limitations / Analysis of Test Results

Evidence suggests that validity ranges from substantial to excellent when comparing experienced testers with testers who
have received basic instruction (Minick et.al. 2010). Ideally, novice assessors sould receive training from an experienced
assessor, review the pertinent literature (Cook et.al. 2006), and practice extensively on a range of athletes. Test-retest
agreement across the tests should exceed 85% before an assessor can be considered competent. Considering functional
movement screens are scored on a 0 to 3 ordinal scale (described below), it is inappropriate to calculate an assessor’s
typical error of measurement (TEM); error rates of ordinal scale data are best reported by the rate of agreement or
weighted kappa scores (Minick et.al. 2010).

There are seven functional movement screening tests, each test scored on a scale ranging from zero to three:

0 the athlete experiences pain when attempting the movement

1 the athlete is unable to perform the movement or there are fundamental movement
compensations

2 the athlete performs the movement with minor movement compensations

3 the athlete is able to perform the movement without the need for any movement
compensations

Since there are seven tests, each test having a maximum score of three, it may seem that a “perfect” score on the
functional movement screening test would be 21 while an athlete unable to perform any of the movements would score

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zero. However, since each functional movement screen assesses a different capacity, the sum of scores across all tests is
just one method of interpreting the results. Test scores may be also be assessed individually for each test. An athlete may
score highly in all tests except one, but if that one test is a key movement pattern to the athlete’s sport, the athlete’s
performance may be substantially impaired despite appearing to score overall quite well if a summed score was
presented.

5.8.4 Normative Data

The functional movement screens have not been in widespread use long enough to generate a representative sample of
results. We therefore cannot present results coaches should expect for basketball players. While the maximal score on this
test battery is 21, coaches should consider a summary score to have a lower limit of 14. Data from Kiesel, Plisky and Voight
(2007) has demonstrated that a score below 14 dramatically increased the odds of athlete injury in American football
athletes.

5.9 Strength and Power Testing

5.9.1 Rationale
Based on the rules of the International Basketball Federation (FIBA), basketball is classified as a non-contact sport. There
are, however, occasions where body contact between players occurs such as during screens, sealing out an opponent or
centres competing for position under the basket. Therefore, strength plays an important role in a variety of basketball
specific skills (Chaouachi et.al. 2009) and body mass plays an important role to basketball success (Drinkwater et.al. 2007).
Strength is also an integral part of the power equation; while high force - low velocity training can reduce contraction
velocity (so-called “velocity specificity”) when that is the only training performed, athletes maintaining their speed
training, such as in regular on-court training, improve running speed from strength training (Blazevich and Jenkins 2002).

Aside from tactical advantages, muscular strength can also impart stability around a joint thereby protecting it from injury.
Strength training can improve muscle coactivation and coordination, such as between the vastus lateralis and medialis or
between the trunk flexors and extensors, thereby reducing the incidence of joint pain and non-contact injuries to the knee
or lower back (Baratta et.al. 1988; Wilson et.al. 2009). Muscular strength has also been strongly linked to bone density
(Nilsson and Westlin 1971) and implicated in reducing skeletal injuries such as stress fractures (Bennell et.al.
1999).Historically there is concern regarding strength training in children and adolescents, but these risks are no greater
than any other population using resistance training when adolescent athletes are properly supervised (Behm et.al. 2008).

5.9.2 Test Procedure

There is a large range of different tests that coaches can implement to assess strength. Given that muscle imbalances are
linked with injury, it is important to assess muscular strength of both the upper and lower body as well as in the anterior
and posterior planes bilaterally. Since fatigue accumulates quickly during maximal efforts it is important that as few tests
as possible are used. Therefore the squat, bench press and bench pull are the lifts to be tested.

While the single repetition maximum (1RM) test is generally considered the best representative of strength, there are
concerns around safety, reliability, and the maintenance of technique when 1RM testing individuals with low training age
(Baechle et.al. 2008). Therefore 3RM testing is recommended for athletes not specifically trained for strength.

The tests used in basketball are the 3RM squat, 3RM bench press and 3RM bench pull. Tests should be completed in this
order. Warm up and sub-maximal attempts of the bench press and squat should be performed in an appropriate rack with
spotters present.

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The following general guidelines must be adhered to for all tests:
i. Strength testing should be performed on a separate day from the field tests. Strength and field tests should be
separated by 48 h.
ii. Ensure that the athlete has performed an appropriate warm-up. As a minimum, all athletes are required to perform a
trial at ~ 90% of specified repetition maximum for each test. If first test, athlete should perform an initial trial at ~ 90
% of weight lifted in training.
iii. Lowering and lifting actions must be performed in a continuous manner. A single rest of no more than 2 s is allowed
between repetitions.
iv. A maximum of 5 min recovery between trials is allowed.
v. Minimum weight increments of 2.5kg should be used between trials. However increments should be guided by ease
of each trial.
vi. Ideally, specified repetition maximum (RM) test should be completed within 4 trials (not including the warm-up).
vii. If the athlete is unable to complete tests as per protocol then this should be noted on testing results information, and
values should not include any mathematical calculations (e.g. average, typical error).
viii. It is recommended that a spotter, other than the supervising coach, should be used where necessary.

5.9.3 Practical Applications / Limitations / Analysis of Test Results

Many basketball athletes are strength tested without any prior experience in resistance training exercises. Furthermore,
these players are assessed on movements that they lack the capability to perform, and are impeded by lack of familiarity
with the movement and/or flexibility to attain the stipulated joint angles. As a result, athletes are often tested to the
maximal range of motion they are capable of achieving rather than to the standards described. As a result, improvements
with training may be observed as improvements in lifting technique and range of motion rather than as an increase in the
load.

It should be noted that the data presented in Table 7 is not position-specific. Considering the positive relationship
between body mass and strength as well as the positional needs of strength, small positions (point guards, shooting
guards and small forwards) are likely to be slightly lower than the mean while big positions (power forwards and centres)
should be above the mean (Drinkwater et.al. 2008). To help interpret strength differences relative to size the ratio of
achieved RM to body mass (BM) is presented in Table 7. Note that for the bench press and bench pull the ratio should be
almost equal, thus indicating a balance between the musculature of pushing (bench press) and pulling (bench pull).

5.9.4 Normative Data

Table 7 presents normative data for maximum strength tests and power tests for junior female and male basketball
players.

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 Figure 1. Schematic diagram of the basketball agility test

Table 1: Anthropometric data for junior female and male basketball players

Gender Height Body Mass 7 Skinfolds

(cm) (kg) (mm)

FEMALE Mean  SD 182.6  7.6 75  11 93  21

Range (158.8-204.0) (47-118) (46 - 165)

MALE Mean  SD 197.7  9.2 92  13 58  17

Range (174.1–221.8) (59-141) (34-220)

Typical error: Height = 1.0cm; Body Mass = 1.5kg; 7 Skinfolds = ~ 1.5mm

Source: AIS Basketball Physical Testing Database 2010; 500 male and 500 female
test results recorded 2003-2010; Females: 17.7 (14.2-27.7); Males: 17.8 (14.4-
22.7)

Table 2: Vertical jump data junior female and male basketball players

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 Gender Jump Height

(cm)

FEMALE Mean  SD 47  6

Range (29-65)

MALE Mean  SD 65  8

Range (47-94)

Typical error: Jump Height = 1.4cm

Source: AIS Basketball Physical Testing Database 2010;

500 male and 500 female test results recorded
2003-2010; Males: 17.6 (14.4-20.1); Females: 17.3 (14.2
-20.5)

Table 3: Sprint data for junior female and male basketball players

Gender 5-m Time 10-m Time 20-m Time

(s) (s) (s)

FEMALE Mean  SD 1.17  0.07 1.98  0.09 3.41  0.15

Range (0.94 - 1.45) (1.73 - 2.35) (3.06 - 4.05)

MALE Mean  SD 1.10  0.07 1.84  0.09 3.13  0.15

Range (0.94 - 1.37) (1.43 – 2.25) (2.80 - 3.78)

Typical error: Time = 0.04s

Source: AIS Basketball Physical Testing Database 2010; 500 male and 500
female test results recorded 2003-2010; Males: 17.6 (14.4-20.1); Females: 17.3
(14.2 -20.5)

Table 4: Basketball agility test and line drill data for junior female and male basketball players

Gender Agility Time Line Drill Time

(s) (s)

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 Right Left

FEMALE Mean  SD 5.83  0.25 5.80  0.23 30.2  1.3

Range (5.58 - 6.08) (5.57 - 6.03) (27.4 - 38.5)

MALE Mean  SD 5.30  0.3 5.24  0.26 27.6  1.3

Range (5.00 - 5.60) (4.98 - 5.50) (25.0 – 32.4)

Typical error: Agility Time = 0.11s; Line Drill Time = 0.25s

Source: AIS Basketball Physical Testing Database 2010; line drill = 500 male and 500 female
test results recorded 2003-2010; agility time = 20 tests per group; Males: 17.6 (14.4-20.1);
Females: 17.3 (14.2 -20.5)

Table 5: Sit and reach data for junior female and male basketball players

Gender Sit and Reach

(cm)

FEMALE Mean  SD 14  7

Range (-3.5 - 30)

MALE Mean  SD 13  7

Range (-15 - 29.5)

Typical error: Sit and Reach = 1.4cm

Source: AIS Basketball Physical Testing Database 2010;

500 male and 500 female test results recorded 2003-
2010; Males: 17.6 (14.4-20.1); Females: 17.3 (14.2 -20.5)

Table 6: Yo-Yo test data for junior female and male basketball players

Gender Level Distance

(m)

FEMALE Mean  SD 16.4  1.3 1240  400

Range (12.9 - 20.2) (280 - 2440)

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 MALE Mean  SD 18.8  1.8 2000  562

Range (14.6 - 22.7) (680 - 3280)

Typical error: Level = ~4 intervals; Distance = 110m

Source: AIS Basketball Physical Testing Database 2010; 500 male and 500 female
test results recorded 2003-2010; Males: 17.6 (14.4-20.1); Females: 17.3 (14.2 -
20.5)

Table 7: 3RM test data for elite Australian U19 female and male basketball players

Gender 3RM Squat 3RM Bench Press 3RM Bench Pull

Kg Ratio to Kg Ratio to Kg Ratio to

Body Mass Body Mass Body Mass

FEMALE Mean  SD 70  13.9 0.91 45  7.4 0.58 49  6.4 0.61

Range (40-107.5) (30-72.5) (35-72.5)

N 147 171 170

MALE Mean  SD 103  23.0 1.1 72  12.4 0.78 49  6.4 0.61

Range (40-140) (40-100) (50-100)

N 61 74 170

Typical error: Squat = 4.5%; Bench Press = 3.1%; Bench Pull = 5.8% (25 recreationally trained males

Source: AIS Basketball Physical Testing Database 2010; 61-170 male and 147-170 female test results recorded 2005-2010
and 2004-2010 respectively; Males: 17.6 (14.4-20.1); Females: 17.3 (14.2 -20.5)

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 National Performance Program
Physical Fitness Requirements and Standards

Height Skinfolds Vertical Agility Line Drill 20m YoYo YoYo

Jump Sprint
Females
Perimeter 10th percentile 170 117 42 6.08 30.7 3.52 920 15.4
15th percentile 172 110 43 5.88 30.5 3.47 960 15.5
20th percentile 174 102 44 5.74 30.4 3.49 1080 15.8
25th percentile 176 98 45 5.67 30.3 3.45 1120 16.1
50th percentile 179 86 49 5.58 29.6 3.36 1400 16.8
90th percentile 185 66 55 5.49 28.3 3.19 1960 18.6

Post 10th percentile 185 133 38 6.44 32.4 3.67 640 14.5
15th percentile 186
176 124
98 39
45 6.16
5 67 32.2
30 3 3.65
3 45 680
1120 14.6
16 1
20th percentile 186 120 40 6.01 32 3.61 800 15.1
25th percentile 187 116 41 5.95 31.8 3.59 840 15.2
50th percentile 189
187 99 44
41 5.89 30.9
31 8 3.47 1000
840 15.6
90th percentile 195 73 52 5.86 29.2 3.29 1480 17.2

Height Skinfolds Vertical Agility Line Drill 20m YoYo YoYo

Jump Sprint
Males

Guards 10th percentile 181 71 59 5.65 27.96 3.21 1713 18.0

15th percentile 182 50 59 5.35 26.91 3.07 1800 18.2
20th percentile 183 46 61 5.19 26.54 3.00 1816 18.2
25th percentile 184 45 62 5.17 26.28 2.98 1896 18.4
50th percentile 188 42 67 5.11 26.21 2.94 2358 20.0
90th percentile 197 40 74 5.01 25.93 2.93 2711 21.1

Forwards 10th percentile 196 88 55 5.75 29.01 3.28 1128 16.1

15th percentile 196 55 57 5.62 27.77 3.15 1292 16.5
20th percentile 196 49 58 5.55 27.02 3.08 1464 17.2
25th percentile 198 47 59 5.54 26.86 3.06 1595 17.5
50th percentile 200 45 62 5.51 26.77 3.05 1757 18.1
90th percentile 205 43 71 5.48 26.23 3.01 2392 20.0

Centres 10th percentile 204 98 51 6.26 31.09 3.46 981 15.6

15th percentile 204 64 52 5.86 28.36 3.24 1024 15.7
20th percentile 205 58 54 5.73 27.94 3.16 1088 16.0
25th percentile 205 57 55 5.72 27.91 3.15 1140 16.1
50th percentile 206 56 61 5.72 27.89 3.14 1360 16.7
90th percentile 210 55 70 5.71 27.80 3.11 2224 19.5

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 Basketball
Terminology

99
Basketball terminology
Advantage play: Offensive situations (individual or team) that benefit the attacking team.
Agility: Ability to change direct quickly in a basketball game or drill.
Assist: A penetrating pass thrown to a player who immediately scores.
Baby-Hook: A hook shot taken from close to the basket and shot over the players own body.
Backcourt: The half of the court a team is defending, the opposite of the frontcourt. Also used to describe
parts of a team: backcourt = all guards (front court= all forwards and centres).
Back cut or Backdoor Cut: An offensive play in which a player on the perimeter steps away from the basket,
drawing the defender with them, and suddenly cuts to the basket behind the defender for a pass.
Back Screen: Screen in the back of the defender
Ball fake: A sudden movement by the player with the ball intended to cause the defender to move in one
direction, allowing the passer to pass in another direction. Also called "pass fake."
Ball handling: Feel for the ball stationary and on the move.
Ball reversal: Passing the ball from one side of the court to the other. (Changing sides)
Ball Screen: Screen on a defender, who is defending the ball carrier
Ball side: The half of the court (if the court is split lengthwise) that the ball is on. Also called the ‘strong side’,
the opposite of the help side.
Ball side defence: Defence in the half court on the side where the ball. This is determined by the split line
dissecting the court vertically.
Banana Cut: A wide, curving cut, as opposed to a cut that is a straight line.
Bank shot: A shot that hits the backboard before going through the net.
Baseball pass: A one-handed pass thrown over arm from the shoulder like a baseball.
Baseline: The line that marks the playing boundary at each end of the court. Also called the ‘endline’.
Baseline drive: A drive (see below) made close to the attacking end line of the court.
Baseline out-of-bounds play: The play used to return the ball to the court from outside the baseline along the
opponent's basket.
Basketball IQ: A term acknowledging excellent knowledge or ‘feel’ for the game.
Basket Cut or Blast Cut: A hard cut toward the basket.
Block: (1) A violation in which a defender steps in front of a dribbler but is still moving when they collide. Also
called a "blocking foul."
(2) To tip or deflect a shooter's shot, altering its flight so the shot misses.
(3) The small painted square on the floor next to the basket just outside the lane.
Block out: To make contact with an opposing player to establish rebounding position between the player and
the ball. Also called ‘box out’.
Bounce pass: A pass that is made via the floor before reaching the receiver.
Box-and-one: A combination defence in which four defenders play zone in a box formation, and the fifth
defender guards one player man to- man.
Box out: See block out.
Box set: A formation in which four players align themselves as the four corners of a box. Often used for
baseline out-of-bounds plays.
Bump the cutter: To step in the way of a cutter who is trying to cut to the ball for a pass.
Buttonhook: to move in one direction, turn sharply and double back. Normally a Post Up move.
Catch: The act of receiving the ball from a pass
Catch and Face: Where a player on receipt of a pass turns fully to the basket so that their face and shoulders
point squarely at the basket or ‘facing the basket in a triple threat position’
Centre: (1) The position in which a player, usually the tallest player on the team, stays near the basket.
(2) The player who plays that position.
Centre circle: The painted circle at mid court used for the opening jump ball.
Charge: (1) A violation when a player with the ball runs into a defender who is standing still. Also called a
"charging foul."
(2) To commit that violation.
Chest pass: An air pass thrown from the passer's chest to a team mate's chest. It can be a one-handed or two-
handed pass.
Chin the ball: To hold the ball with both hands under the chin, elbows out, to protect the ball.
Clear-Out Play: A set play designed to clear an area of the court of all offensive players without the ball so the
player with the ball can play 1-on-1.

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Closing out: When a defender sprints to guard a player who has just received a pass.
Containment: the act of slowing and stopping the ball from moving through a dribble or pass to an intended
area on the court.
Containing the dribbler: Slowing and/ or stopping the dribbler from getting past the defender
Continuity offence: A sequence of player and ball movement that repeats until a good shot is created.
Control dribble: A dribble manoeuvre in which the player keeps their body between the defender's body and
the ball.
Crossover dribble: A dribble manoeuvre in which a player dribbles the ball so they can change the ball from
one hand to the other.
Cross screen: A movement in which a player cuts across the lane to screen for a team mate.
Curl Cut: A cut that takes the player around a screen toward the basket.
Curl pass: A low, one-handed pass made by stepping around the defender's leg and extending the throwing
arm. Also called a "hook pass."
Cut: A sudden running movement to get open for a pass.
Dead: Defensive call when defending an offensive player who has used their dribble.
Deep catch: Catch of the basketball in the keyway close to the basket or end line.
Deep corner: Position on court close to end line to take deep catch.
Defensive rebound: A rebound made off a missed shot at the basket a team is defending.
Defensive slide: The quick "step-slide" movement a defender makes when closely guarding the handler.
Defensive stance: The stance used to play defence-knees bent, feet wide, arms out, etc.
Defensive stop: Gaining possession of the ball before the offensive team scores.
Defensive transition: When the team on offence suddenly gives up possession of the ball and has to convert
from offence to defence.
Deflections: getting a hand or finger tips to a pass to change the flight of the ball.
Delay offence: An offence used to take more time with each possession.
Denial defence: A defence in which a defender tries to prevent their man from receiving a pass.
Denial stance (position): The stance used to play denial defence-body low, knees bent, hand and foot in the
passing lane.
Deny the ball: To use a denial stance to keep the offensive player from receiving a pass.
Diamond-and-one: A combination defence in which four defenders play zone in a diamond formation and the
fifth defender guards a specific offensive player man-to-man.
Diamond Press: A full-court press with a 1-2-1-1 formation.
Dig hand: generally the inside hand (closest to the split line) of an on ball defender defending a dribbler.
Distort (the Zone): Offence team tactic to change the shape of zone.
Dog: Early pick up of the ball in the back court.
Dominant and non dominant: Mainly used to explain which hand a player uses in a drill i.e. Right Hand is a
right handed persons dominant hand.
Double down: To drop from the perimeter, leaving your man or zone, to double-team a low post player.
Double low stack: When two offensive players set up at one of the blocks to run a play.
Double Screen: Screen set by two players next to each other. Sometimes called a Parallel Screen
Double-teaming: A defence in which two defenders guard the same offensive player at the same time.
Down Screen: Screen from the above the wing towards the end line.
Dribble: (1) To advance the ball by bouncing it on the floor.
(2) The bounce of the ball caused by a player pushing the ball downward.
Dribble entries: The art of dribbling the ball to start an offence instead of passing. Used when a pass is not
possible to a player in a continuity play
Dribble penetration: When a dribbler is able to drive into the lane; she "penetrates" the defence.
Drive: To attack the basket by dribbling hard at it.
Driving lane /passing lane: the concept to help decision making by a player on offence who is faced with a
defender ahead of him/her. If no player in front drive all the way to basket, if player comes in front then pass
the ball. Timing is important.
Drops – a method of defending on ball screens
Drop step: A low post move when an offensive player with their back to the basket swings one leg around the
defender and uses it as a pivot foot to gain inside position.
Elbow: The corner made by the intersection of the free throw line and the lane line. Each lane area has two
elbows.
Elbow lift; lifting the elbow as part of the shooting technique.
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End line: See baseline.
Entry: Beginning of a play.
Euro move: An individual offensive move similar to a strong side step but has the ball thrown to the ground
earlier to avoid travelling violations
Face up: See Square up.
Fade cut: See cuts.
Fake: a movement made with the aim of deceiving an opponent.
Fake: movement made with the aim of deceiving an opponent. Can be ‘Head Fake’ in shooting, ‘Pass Fake’
(Fake a pass to make a pass) or any deceptive move.
Fake screen: the intention to trick the defence into thinking a screen will be set.
Fast break: A play in which a team gains possession of the ball, then advances the ball toward the other basket
as fast as possible, hoping to gain numerical advantage for an easy score.
Feed: to pass the ball to a team mate, normally used in ‘Feed the Post’.
Feeder: Player who makes pass.
Field goal: A 2-or 3-point basket.
Fast break lanes: A fast break in which players from the offensive team run up the court in the right
lane, the middle lane, and the left lane.
Fill behind: Player fills behind when the ball has been driven baseline.
Flare Cut: A cut that takes the player away from the ball. For example after using a baseline screen or on the
defenders help.
Flare Screen: See Type of Screens
Flash Cut: A cut that takes the player from the low post to the high post, or in the middle of the paint from
behind the defence (mostly used to describe a cut against a zone).
Flat show – a method of defending on ball screens
Flat Triangle: the positioning of a defender who is marking a player without the ball. The three positions
being the ball, the offensive player and the defender. Also referred to as ball -you – man relationship when
defending a player without the ball.
Flex Cut: A cut from the weak side corner to the ball side low post, using a screen at the weak side low post.
Flex Offense – a popular continuity offense that utilises the flex cut and down screens
Floater: A high arching shot over defenders also called a "tear drop."
Forward: A position usually played by a tall, athletic player. A "small forward" or a "3" plays on the wing, and a
power forward or a "4" plays in the high or low post area, although this type of player is more
multidimensional in today’s game.
Forward (front) pivot: the footwork that a player uses when the pivot foot anchors a forward movement
where the player’s chest turns to face the basket or the ball.
Foul: A violation of the rules.
Foul line: See free throw line.
Foul shot: See free throw.
Foul trouble: (1) Player foul trouble occurs when a player accumulates three or four fouls and is in danger of
fouling out.
(2) Team foul trouble occurs when a team accumulates seven or more team fouls in a half and is "in the
bonus."
Free throw: An uncontested shot taken from the free throw line as a result of a foul. Also called a "foul shot."
A successful (made) free throw is worth 1 point.
Free throw line: The line a player stands behind to shoot a free throw. Also called the "foul line."
Free throw line extended: An imaginary line extending from one end of the free throw line to the sidelines.
Freeze dribble: A dribble which momentarily pauses the defender.
Front: To guard a player by standing directly in front of him/ her and therefore between him/ her and the ball.
Front cut (Face Cut): Cutting in front of the defenders face towards the ball or basket.
Frontcourt: A team's offensive half of the court. The opposite of the backcourt. Also used to describe parts of a
team: front court= all forwards and centres (backcourt = all guards).
Fronting the Post - guarding through denial the post player in close, from receiving the ball in the post area.
Types of Fronting are ‘Side Front’ (basket side or high side) ‘Full Front’ and ‘Toes In/Toes out’.
Full-court press: A man-to-man or zone defence in which the players guard the other team in the frontcourt.
Give-and-go: An offensive play in which the player with the ball passes (gives) to a team mate and cuts (goes)
to the basket to receive a return pass.
Goal tending: A violation in which a defender touches a shot as it nears the basket in a downward flight.
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Guard: (1) A position on the perimeter. The point guard or "1" brings the ball up the court and begins the
offence. The shooting guard or "2" is usually the teams best outside shooter.
(2) To defend an offensive player closely.
Guide hand: The shooter's non-shooting hand. See also shooting hand.
Half-court line: The line at the centre of the court parallel to the sidelines that divides the court in half. Also
called the "midcourt line."
Hand-check: To make hand contact with a dribbler while guarding them.
Hand in the lane: an off ball defensive denial position where the defenders hand is in the likely passing lane to
the player.
Handler: Player dribbling the ball.
Hand off: A pass to a player cutting towards the ball where the cutter takes the ball out of the passers hands.
Hand pressure (on defence): the ability to generate pressure with the use of the hands (delaying the offence
or working towards a steal) on the offence.
Hands up: keeping players hands up in the air to be ready to rebound, defend or catch.
Hard Show – a method of defending on ball screens
Head in the lane: when denying a pass to a player the defender stands in the passing lane with their head
directly in the passing lane.
Head on the net: Bigs run to the basket/rim on break. Also know as rim run.
Hedge: (1) In a pick-and-roll, when the screener's defender steps into the path of the dribbler so the dribbler
has to hesitate, giving their defender time to get around the screen.
(2) Can also be a movement off the ball on defense where a defender will pretend to move towards the ball
carrier then quickly retreat.
Help and recover: A defensive move in which a defender leaves her assigned player to guard a team mate’s
assigned player and then goes back to guard their own player.
Help side: The half of the court (if the court is divided lengthwise) that the ball in not on. Also called the "weak
side." The opposite of the ball side.
Help side defence: the side of the tem defence on the opposite side to where the ball is. Players in this
position are help defenders to the person marking the ball
Help-side stance: The stance used to guard a help-side offensive player. See also pistol stance.
Hesitation dribble: A dribble manoeuvre in which the dribbler hesitates, pretending to pick up their dribble,
but suddenly continues to the basket. Also called a "stop-and-go dribble."
High hands: Position of hands on close outs.
High post: The area around the free throw line.
Hook shot: A one-handed shot taken with a sweeping, windmill motion.
Inbound: To pass the ball to a team mate on the court from out-of-bounds.
Inbounder: The player who inbounds the ball.
Inside-out dribble: An advanced dribbling move, an onside or fake crossover dribble.
Isolation play: An offensive play designed to have a specific player attack the basket 1-on-1.
Jab-and-cross: A play in which the offensive player makes a jab step in one direction and then follows it by
driving by the defender in that direction.
Jab step: A short (6 to 8 inches) out-and-back step by an offensive player to see how the defender reacts.
Jam the cutter: When a defender steps in the way of a cutter to prevent them from cutting to the ball.
Jump ball: A procedure used to begin a game. The referee tosses up the ball in the centre circle between two
opposing players, who jump up and try to tip it to a team mate. Also called the "opening tip."
Jump hook: A variation of the traditional hook shot in which the shooter takes the shot with both feet in the
air.
Jump shot: A shot in which the shooter faces the basket and releases the ball after jumping into the air.
Jump stop: The action of coming to a complete stop, legs apart and knees bent, when dribbling or running; can
be a one-foot or two-foot jump stop.
Jump to the ball: When a defender, after her man passes the ball, changing to a denial position so their man
can't cut between her and the ball.
Junk defence: See combination defence.
Kick ahead pass: Passing the ball to a player ahead on the break out of the back court.
Kick-back pass: Passing the ball back to perimeter after penetration off the ball screen.
Lane: The rectangular painted area between the baseline, the lane lines, and the free throw line. Also called
the "in the paint."

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Lane line extended: An imaginary line from the junction baseline and lane line to the same junction on the
other half of the court.
Lay-up: A shot taken next to the basket in which the shooter extends their arm, lifts their same-side knee, and
aims the ball at the upper corner of the painted square on the backboard.
Lead Pass: A pass thrown ahead of the intended receiver so that they can catch the ball on the move and
maintain their speed.
Leading for the Ball: The movement of a receiver, when getting away from a defender to receive the ball, in an
appropriate attacking position on the court.
Line of sight (shooting): The line for the shooters vision from the players shooting stance to the ring
Load position – the spot above their eye line where a player moves the ball prior to releasing it for a shot.
Lob pass: A pass that is passed in an arc in the air over a defender
Long close outs: Closing out to an offence player from a relatively longer way away. (The player normally has
time to set for the perimeter shot
Loose-ball foul: A foul committed when neither team has possession of the ball.
Low post: The area on one side of the basket around the block.
Man ahead: A principle of advancing the ball to a team mate in an advanced position on court.
Man offence: See man-to-man offence.
Man-to-man defence: A team defence in which each defender guards a specific player or man. Man-to-man
offence: A team offence used against man-to-man defence.
Midcourt line: See half-court line.
Middle on ball (screen): a screen on the ball set in the middle of the court above the free throw line
Mirror the ball: To follow the movement of the ball with your hands when closely guarding a player who is
pivoting.
Motion Offence: A method of attacking play with no predetermined order of movement of players or the ball.
The attack is based upon constant ball movement and player movement. Players look to use basic individual
and team plays to take advantage of defensive errors. Some direction may be given to player movements by
the Coach, for example every time a pass is made the passer looks to cut to the basket or set a screen away
from the ball as determined by the action of his defender.
Moving pick: A violation that happens when a screener leans or moves while setting a screen.
Non-shooting foul: A foul committed against a player who is not in the act of shooting.
OFF-BALL screen: See Screens
Offensive rebound: A rebound at the basket a team is attacking.
Offensive transition: When the team on defence suddenly gives up possession of the ball and has to convert
from defence to offence.
On-ball defence: Defence that occurs when a defender guards the player with the ball.
On-ball screen: See Screens.
One-and-one: Free throws awarded to a team once its opponent has committed seven personal fouls. If the
shooter's first free throw is successful, they shoot a second free throw.
One-Guard Offence: A team offence used against zones with two-guard fronts (2-3 and 2-1-2 zones).
Open stance: The stance used to play help-side defence-feet apart, body balanced, knees bent, and arms out.
Options: Alternative attacking manoeuvres that can occur in a game situation.
Out- of Bounds: the area outside the legal playing court, i.e. on or outside the boundary lines of the court. N.B.
SOB = Sideline Out of Bounds; BOB = Baseline Out of Bounds are important in offensive and defensive team
play.
Outlet: (1) To pass the ball after a defensive rebound to start the fast break.
(2) The player who stays in the backcourt to receive an outlet pass.
Outlet pass: An overhead pass thrown by a defender that starts the fast break.
Over Dribble: Where a player continues to dribble without a purpose.
Overhead pass: A two-handed pass thrown from above the player's head.
Overload: Outnumbering the defence. Mainly used as a Zone Offence term.
Overtime: A 5-minute extra period played when the game is tied at the end of regulation play.
Pass fake: See ball fake.
Passing Game – a Motion Offence with the emphasis on passing the ball with little or no use of the dribble.
Passing Lane: An imaginary line from the player with the ball to a team mate. If a defender is in the way, the
passing lane is closed.
Passing Technique: Power and accuracy in passing comes from the players’ stance, hand positioning and the
stepping/pivoting to pass culminating with a wrist rotation and snap.
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Penetrate: Attacking the basket with a pass or a dribble.
Personal foul: A penalty assessed on a player who commits an illegal action.
Pick: See screen.
Pick-and-roll: A two-person play in which on offensive player sets a screen (pick) on the ball handler's
defender and cuts (rolls) to the basket after the ball handler drives by the screen. Also called a "screen and
roll."
Pistol stance: When a help-side defender is guarding their man, they point one hand at their man and one
hand at the ball (as if they're holding a pistol).
Pivot: The action when the player with the ball spins on one foot and steps with their other foot to protect the
ball from a defender.
Pivot foot: The foot that the offensive player spins on while pivoting.
Play/s: a term used to describe a series of movements of players and/or the ball on court, mainly used for
attacking manoeuvres.
Play Maker: A player who is adept at setting up situations that enable team-mates to have scoring
opportunities. See also Guard.
Player-control foul: A non-shooting offensive foul.
Player screen: See OFF-Ball screen.
Player-to-player defence: See man-to-man defence.
Plugger: Defensive help behind the ball in full court defensive transition and extended defence.
Point guard: (1) A position played by a team's primary ball handler, the player who brings the ball up the court
and begins the offence.
(2) The player who plays that position.
Pop out cut: See cuts.
Post: (1) A player who plays in and around the lane area. A centre or forward (a "4" or a "5").
(2) An area of the court, as in the low post or the high post.
Post Dribble: A dribble by the player playing the post position.
Post Entry: A pass to team mate in the post area.
Post moves: Back-to-the-basket scoring moves made by players near the basket.
Post-up (cut): (1) An offensive move in which an offensive player (usually a forward or a centre) positions
themselves close to the basket with their back toward the basket and the defender behind them so the
offensive player can receive a pass.
(2) To make that move.
Post trace: Post player goes from one block and looks to seal at the opposite block.
Post Triangle: The relationship and spacing by three players to pass and receive the ball in the post position.
i.e. Post and two passers
Power: A combination of speed and strength and ability to exert quickly.
Power dribble: A. strong dribble (normally only one) by the post player in the keyway.
Power forward: (1) A position played by the larger of the forwards on the floor, usually a good scorer and
rebounder.
(2) The player who plays that position.
Power lay-up: A two-footed lay-up.
Press(ing): A defensive attempt to force the opposing team into making some kind of error and thus lose
possession of the ball. It is accomplished usually by aggressive defence, double teaming (see above) or
harassing the ball handler with attempts to tie-up the ball. The press can be applied full court, half court or any
other fractional part of the playing area and can be based on either man-to-man or zone principles.
Press break(er): A team offence used against a press defence. Also called "pressure offence."
Press offence: See press break.
Pressure man-to-man defence: Aggressive defence where defenders stay between their man and the ball.
Primary break: A fast break that involves only a few players from each team.
Pump fake: See shot fake.
Push pass: A one-handed air pass.
Ready position: the general position given to beginners and juniors to get ready to play basketball offence or
defence. A general teaching position and stance technique for beginners to introduce them to the triple threat
position.
Ready stance: The balanced position from which a player is ready to run, jump, slide, or pivot. Their knees are
bent, feet are beyond shoulder width facing ahead, hands are up and out, back is straight, and head is up.
Rebound: (1) A missed shot that comes off the backboard or rim.
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 (2) To fight for and gain control of a missed shot that comes off the backboard or rim.
Rebound Triangle - a term used to describe the positioning of a group of three defenders who form a triangle
around the basket after a shot has been attempted. The aim is to cover the probable positions of the ball
should a rebound occur and prevent an opponent from gaining a good position from which to collect the
rebound.
Recovery: Process of return to normal status after physical exercise.
Receiver spots: Positions on the court offensive players get to after penetration.
Rejection: A blocked shot.
Replace self: Where a player cuts towards the basket and returns to where they started from. Also known as
‘Pop back’.
Re-screen: a screen that is set once at one angle and then is set again on the same player from a second
different angle.
Retreat step: A step in which the defender's back foot steps toward the basket, and the lead foot slides in
place.
Retreat dribble: a control dribble away from the defender
Reverse: (1) A change of direction in the flow of attacking movement, for example a change from passing
down the right hand side of the court to a quick movement of the ball to the left side.
(2) A change of direction in which the attacking players endeavour to free themselves from a close marking
defender. The change of direction is executed after a move towards the defender and a pivot so that the
attacking player turns their back on their opponent and then moves off In the new direction. Also called a Roll
or Spin move.
(3) When the ball is directed back to where it came = Ball Reversal.
Reverse pivot: the movement of a player with a pivot or anchor foot when the player turns their back away
from the basket or the ball.
Rim run: Bigs run to basket/rim on break.
Rip and Go: A move made at speed where on receipt of a pass the ball is moved across the body straight into a
speed dribble.
Rotating – the movement of defensive players who leave their man and rotate to another player who may be
more of a threat.
Run–slide–run: A defensive footwork technique.
Runner: A shot that the player shoots while on the run.
Running clock: When the clock in a game isn't stopped every time the referee blows the whistle to ensure that
the game ends on time and the next game can begin when scheduled.
Run and Jump Defense – a popular form of pressure man to man defense that relies on surprising the ball
carrier and off ball rotations.
Safety: The offensive player at the top of the circle. Responsible for covering back after possession changes.
Sag: A tactic in which a defender leaves their man or zone and drops into the lane to help protect the basket.
Sagging man-to-man defence: A conservative defence in which the defenders stay between their man and the
basket by moving away from their player and more to cover the basket.
Screen: A manouvre in which an offensive player runs over and stands in a stationary position next to a team
mate's defender to free up the team mate to dribble or to receive a pass. Also called a pick.
Set position – The stance a player begins their shooting movement from.
Shooting the gap – The movement of a defensive players who anticipates a ball movement from off the ball
and rotates to the gap where they think the ball is to be passed.
Types of Screens
Ball Screen: Screen on a defender, who is defending the ball carrier, also known as On ball screen.
Back Screen: Screen in the back of the defender.
Cross Screen: Screen from one low post to the opposite low post.
Dive Cut or Slip screen: The action of the screener in moving directly to the basket before they set a screen. As
in fake on ball screen and cut to the basket.
Double Screen: Screen set by two players next to each other.
Down Screen: Screen from the wing to the low post.
Flare Screen: Screen for a player moving away from the ball
Off-Ball Screen: A screen set on a defender guarding an offensive player who doesn't have the ball.
Staggered Screen: Two screens set simultaneously for the same cutter in staggered formation.
Screen away: To pass in one direction and set a screen for a team mate in the opposite direction.
UCLA Screen: Screen set at high post (elbow) for cutter from top of key.
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Up Screen: Screen from the low post to the top of the key.
Screener: A player who sets a screen.
Seam: Space in a zone defence refers to the area of the court where the zones of responsibility of two
individual defenders meet. Also called ‘Gap’. Used mainly on offence against a zone in “attack or penetrate the
seams”.
Sealing the defender: After setting a screen, the screener reverse pivots to "seal" the defender putting the
defender on their back.
Secondary break: A fast break that involves most of the players from each team.
Set play: A sequence of player and ball movement that has an end.
Shallow Cut: A cut from the wing to the top of the key or top to the ball side corner.
Shell drills: Defensive drills designed to work on all aspects of defence. Usually in a 4 on 4 format
Shooter's roll: When a shot doesn't go through the basket cleanly, but bounces around softly before dropping
through.
Shooting foul: - when a defender fouls the attacker with the ball in the act of shooting.
Shooting guard: (1) A position played by a perimeter player who is usually an effective outside shooter.
(2) The person playing this position.
Shooting hand: The hand used to shoot the ball. See also guide hand.
Short closeouts: Closeout to a player from a shorter distance to minimise the offensive player’s driving threat.
Shot clock: The clock used to limit the time allowed for a team to attempt a shot.
Shot clock violation: A violation that occurs when the team with the ball doesn't get a shot off during the
allotted time. It results in a change of possession.
Shot fake: A movement in which the player with the ball acts as if they are about to shoot. It is designed to get
the defender out of defensive stance, allowing the player with the ball to dribble past them. Also called a
"pump fake."
Shuffle Offense – a popular continuity offense used by many Australian teams over the years.
Sideline: The line at each side of the court that marks the boundary of the playing surface.
Sideline play: A play used by the offensive team to put the ball back into play from the sideline.
Sixth man: The first substitute who comes off the bench to replace a starter.
Skip pass: An overhead pass from one side of the court to the other over the defence.
Slash arm: An action whereby a player raises one arm and hand and then quickly moves the arm over and onto
the other side of a player to gain a better position to defend or receive the ball.
Slide: The defensive movement where a player from a defensive stance moves laterally to a new position to
defend the dribbler
Slide run slide: The sequence on defence which requires a defender to slide on defence then run to recover
position before getting into a stance and then slide again.
Slip the screen: the movement by the offensive team player who goes to screen but then decides to slip of the
screen and go in another direction.
Speed dribble: A dribble manoeuvre in which the player pushes the ball ahead of her and bounces it at chest
height.
Special plays: a play for a specific situation and/or a specific player.
Spin dribble: A dribble manoeuvre in which the player does a reverse pivot while bringing the ball around
them so it ends up in their other hand.
Split line: the imaginary line that divides the court vertically form baseline to baseline.
Splitting the Post - occurs when two attacking players cross in front of a post player, cutting on opposite sides
of the post player to basket, in an attempt to lose their defenders on the post player.
Splitting the screen: When the screener, seeing their defender hedging, gets out of their screening stance and
cuts to the basket for a pass.
Splitting the trap: When a trapped player steps in between the defenders to pass the ball.
Square up: To pivot so the shoulders and feet face the basket. Also called "face up."
Squeeze – a method of defending on ball screens
Stack - a situation where two or more attacking players stand close together very near to the restricted area
(see above) usually in a low (see above) position.
Staggered feet: the stance of a player where one foot is in front of the other foot.
Staggered screen: When two players not next to each other set simultaneous screens for the same cutter.
Stance: The balanced position from which a player is ready to run, jump, slide, or pivot. Their knees are bent,
hands are up and out, back is straight, and head is up.
Stance Slide run: same as slide/run/slide
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Steal: (1) To intercept a pass and gain possession of the ball.
(2) The name for the action.
Stop-and-go dribble: See hesitation dribble.
Stop and pop: An offensive move in which a player comes to a sudden stop, picks up her dribble, and shoots
the ball.
Strength: The ability to exert force.
Stride stops: Stopping in a 1 – 2 or left foot then right foot (right foot then left foot)
Strong side: See ball side. The opposite of "weak side."
Substitute: A player who comes in the game to replace another player. Also called a "sub."
Swing step: A defensive step in which the defender does a reverse pivot with one foot and stays in their on-
ball stance.
Swing Wings: The exchange of a team’s wing players from one side to other.
Switch: A movement in which two defenders change the offensive player each is playing.
Swim stroke (arm movement): Action of a players arm movement to remove their defenders hand in the lane
to ‘seal’ their defender. Raising the hand elbow and then replacing it beyond the other side of a defender.
Tear Drop: see Floater.
Technical foul: A violation, such as a player or coach using profanity, which results in the other team getting
free throws and possession of the ball. Also called a "T," as in "T him up."
Timing a lead: the combination of movement by a receiver to move to receive the pass at the right time
(against a defender).
Tip-off: The opening jump ball at the centre circle that begins a game.
Trace the ball: as in hand pressure the use of the hands to follow the movement of the basketball when held
by the offensive player
Trailer: An offensive player, usually a centre or a power forward, who trails the first wave of players on the fast
break.
Transition: A movement that occurs when a team changes from offence to defence (defensive transition) or
from defence to offence (offensive transition).
Transition defence: the phase for team defence when the ball is moving from one end of the court to the
other as a result of a shot or turnover.
Transition offence: the phase for the offence when the team is required to convert from defending to
attacking as a result of a missed shot or turnover.
Trap: A defensive move in which two defenders guard the player with the ball by forming a V with their bodies.
Travelling: A violation that occurs when the player with the ball takes too many steps without dribbling. This is
a common occurrence with young players.
Triangle Offense: A popular continuity offense used by Australian teams and more famously by the successful
Chicago Bulls.
Triangle-and-two: A combination defence in which three defenders play zone in a triangle formation and two
defenders guard specific players man-to-man.
Triple threat position: The bent knees stance that allows the player three options: shoot dribble, or pass.
Turnaround jump shot: A shot by a player in the low post in which they catch the ball with their back to the
basket, makes a forward pivot so they face the basket, and shoots a jump shot.
Turnouts: the lead by an offensive player when they run away from the basket in leading for the ball.
Turnover: A loss of possession of the ball caused by a steal, an offensive foul, a held ball, or a poor pass.
Two-Guard Offence: A team offence mostly used against zones with one-guard fronts (1-2-2 and 1-3-1).
UCLA cut: A cutting manoeuvre running defender into high post offensive player.
Unsportsmanlike Foul: A foul that occurs when a player makes illegal contact with an opposing player without
intending to get the ball.
Up-and-under move: An advanced post move that starts out like a turnaround jump shot, but instead of
shooting, the post player "pump fakes," causing the defender to rise out of their defensive stance. The post
player steps by the defender and finishes with a lay-up.
Up screen: Screen from the below the foul line extended towards the top of the key.
V-cut: See cuts.
Weak side: See help side.
Weak side back cut: A back cut (see cuts) performed on the side away from the ball (strong side).
Wing: (1) The area on the court where the 3-point arc meets the free throw line extended.
(2) The offensive player who plays in that area.

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Wrist snap: the final action of the hand when shooting the ball.
Zone defence: A team defence in which players are assigned to guard specific areas of the court, rather than
players.

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