Professor

Department of Health, Physical Education, Recreation and Coaching

University of Wisconsin-Whitewater
116 Williams Center
University of Wisconsin-Whitewater
Whitewater, Wisconsin 53190
262-472-1649
262-472-3221 (FAX)
Email: jonesd@uww.edu
Professional Web Page: http://facstaff.uww.edu/jonesd/

As coaches, we all have preferred teaching styles that may or may not match the
learning styles of our athletes. In fact, we may not even know the learning styles of our
athletes. As a result of our ignorance about the learning needs of our athletes, as well as
our inability to communicate in a manner that they can comprehend, we may not be
providing all athletes with the fullest opportunity to learn and -- equally important --
perform.

The way the coach presents information and feedback impacts the athletes' ability to
understand new concepts and acquire new skills and techniques. As such, a key
effectiveness strategy for coaches who wish to create a learning relationship that
accelerates learning in the athletic domain is to gain a greater understanding of their
athletes' learning styles.

Learning styles are the unique way in which each individual begins to concentrate on,
process and retain new and difficult information (Dunn, 1984). The objective for the
coach, therefore, is to help each athlete capitalize on his/her learning strengths. When
instructional strategies match individual learning styles coaches and athletes have
indicated improvement in academic and athletic performance as well as enhanced self-
esteem (Brunner & Hill, 1992).

In addition there is improved communication and increased understanding of individual

differences for the coach. However, in order to accomplish this, the coach must first
know the preferred learning styles of his or her athletes so they can align the learning
needs of their athletes with the learning objectives in the athletic domain.

Coaches should be aware that most people teach using their preferred mode of learning
with little regard for the needs of the learner (Dunn et. all, 1989). Coaches, like teachers,
also have a preferred style of instruction, -- a style which may or may not meet the
needs of the learner (Pettigrew & Heikkinen, 1985). Many coaches end up teaching
based on their experience as athletes.

For many coaches, that means that they were taught by the "sage on the stage" method.
The embodiment of this style is the coach who lectured at his/her athletes for the entire
practice as if the athletes were merely empty vessels just waiting to be filled up with
new knowledge! The irony is, however, that while we use this style the most, lecturing
ranks among the least effective strategies for learning and retaining new information!
In society most individuals' preferred learning style is the visual learning style (65%),
followed by auditory (30%) and tactile/kinesthetic (5%) (Mind Tools, 2002). Since
athletes are students, too, at first blush you would think that their learning style
preferences would mirror those of the general population.

However, when the author had her coaching education students, the majority of whom
are former high school athletes, complete the Barsch Learning Style Inventory (Literacy
Partners of Manitoba, 2002A), the results indicated the following:

LEARNING NORMS UW-W SUBJECTS

STYLE COACHING
MINORS
Visual 65% 58% 357
Auditory 30% 24% 147
Kinesthetic 5% 18% 109

Individuals have a "most" and "least" preferred mode for learning and each mode has its
own strengths and weaknesses. All learners show some combination and degree of all
three styles, but one or two styles typically dominate their approach to learning. As
such, two athletes may have experienced identical learning experiences and yet one
benefits from the experience and one doesn't in terms of translating that learning into
performance enhancement. Therefore, the coach needs to be aware that "One learning
style does not fit all!"

The visual learner relies on seeing and prefers using written information, notes,
diagrams, and charts. The auditory learner, on the other hand, relies on the spoken word
and comprehends information by hearing and reading out loud. The kinesthetic learner
relies on activities and learns through touching, doing, and 'feeling' the learning.
(Literacy Partners of Manitoba, 2002B).

All coaches can use learning style information to enhance their athletes'/teams'
performance. According to Coker, (1994) there are five procedures that will help the
coach enhance the learning of his or her athletes.

 First, know your learning style because coaches tend to teach using their
preferred learning style rather than the athlete's.
 Second, know your athletes' learning style.
 Third, initially use an integrated/eclectic approach to teaching in the athletic
domain and then adapt your teaching style to the individual learners.
 Fourth, create cue words to use with the athletes.
 Fifth, create coaching strategies and incorporate cue words and instructional
strategies.

Finally, remember that the same teaching strategy will not necessarily have the same
degree of effectiveness with all athletes.

So how do you use learning styles in coaching? In order to facilitate the learning styles
of athletes the coach should first consider the integrated or eclectic approach to
presenting information. In other words, present information by incorporating the visual,
verbal and kinesthetic approach.

Another strategy is to have your athletes complete a learning styles inventory so that
you can more closely match your teaching style to their preferred learning style. Several
inventories are available on-line so that practice time does not need to be spent on the
activity (Literacy Partners of Manitoba: Barsch Learning Style Inventory 2002A;
Soloman & Felder, 1999A).

Formal testing is one of the best ways to determine the dominant learner style of your
athletes. A second method to ascertain learning styles is through observation.
Specifically, observe what the athlete focuses on and know their tendencies (Coker,
1994). For example, a comment from an athlete to a coach to "show me" would indicate
a preference for visual style of learning.

Also, listen to the learners' questions; "I don't feel it" would indicate a kinesthetic style.
Finally, listen to the descriptive words the learner uses. For example, "I see", would
suggest a visual learner. It is also possible to determine an athlete's learning preference
by observing him or her teaching a teammate, since most people will use their preferred
mode to teach others.

The coach also needs to develop cue words for the individual perceptual modes for their
specific sport. Listed below are some cue words for the visual, auditory and kinesthetic
learning styles (Coker, 1994):

VISUAL AUDITORY KINESTHETIC

 Look  Hear  Perform

 Watch  Sound  Execute
 Show  Repeat  Try
 Demonstrate  Feel
 Observe  Touch
 Imagine  Move

Example of cue use for a basketball jump shot:

 Visual
º "See the pads of your fingers facing you."
 Auditory
º "Hear the sound of the net swishing with good follow-through."
 Kinesthetic
º "Feel tension in your forearm as a result of the follow-through."
Basketball Fundamentals - Player Tips
and Development
By James Gels, from the Coach’s Clipboard Basketball Playbook, @
http://www.coachesclipboard.net

Point Guards It's much easier to win when you have good
Playing the Point players. Great game-coaching cannot make up for
Guard Position poor talent and unskilled players. Players must be
7 Things Point taught the correct fundamentals starting early in
Guards Should Know their development.
Ganon Baker
Interview Youth coaches should spend most or their practice
Perimeter Players time (80-90%) teaching fundamentals and not
Outside (Perimeter) worry too much about wins and losses. High
Guard Moves
school coaches will continue teaching
Pro Advanced fundamentals (about 50% of practice time) and
Basketball Guard Moves
also teach team skills, plays, etc.
Small Basketball
Players
Post Players Players must learn footwork, how to handle the
Fundamentals ball, dribble, basic dribble moves, pass and catch,
Shooting shoot correctly, play defense, rebound, cut, screen,
Learning etc.
How to Shoot
Hal Wissel's And don't forget the mental aspects, conditioning,
Shooting Series training and nutrition that are just as important.
The Jump
Shot
The Hook
Shot
Free Throw
Shooting
Lay-ups
Swish
Shooting DVDs
Wissel's
Shooting DVDs
Offensive Skills
Basic
Offensive Tips
Cutting &
Faking
Setting
Screens
Moving
Without the Ball
Escaping
from a Trap
Transition
Offense
Ball-
Handling/Dribbling
Ball-
Handling
Dribbling
Passing
Rebounding
Footwork
Defensive Skills
Defensive
Tips
Playing Man
Defense
Mental Aspects
The Exceptional
Player
Keys to Becoming a
Great Player
Things Good
Basketball Players Do
Basketball Tips:
Being a Team Leader
Psychology and
Athletic Performance
The Basketball
IntelliGym (mental training)
The Role Player
How to make the
team
Things to think
about
Attitude, the right
stuff
Dealing with Lack of
Playing Time
Player Topics
Practicing,
Conditioning, Nutrition
Having a
Practice Program
Why Doesn't
Johnny Practice?
Individual
Shooting Work-Out
Individual
Basketball Instruction
Conditioning
Alan Stein's
Strength/Conditioning Drills
What To Eat
The
Recovery Snack
Supplements
- Creatine, Andro, HGH
The Student Athlete
 Small Basketball
Players
College Basketball
Scholarships
Basketball Player Fundamentals

Point Guards:

Playing the Point Guard Position... tips for point guards.

Seven Key Concepts that Every Good Point Guard Needs to Know... tips from All-American
Dena Evans at Point Guard College.

Ganon Baker Interview... Premier basketball trainer Ganon Baker has a great DVD series for
point guards.

Perimeter Players (Guards):

Guard Moves, Perimeter Play... how to play on the perimeter, triple-treat, jab step moves,
attacking the defender, cutting, etc.

Pro (Advanced) Guard Moves for Finishing Around the Basket... Rondo Fake Finish, Euro Step
Finish, Pro Hop Finish, Jamal Crawford Finish, Kobe Bryant Pound Pivot Finish, and Steve
Nash Back Leg Finish.

Post Players:
Post-Player Fundamentals... playing the low and high post, and short corner.n>

Rebounding... box-out, defensive and offensive rebounding, free-throw rebounding.

Ball-Handling and Dribbling:

Ball-Handling... ball-handling tips and drills.

Dribbling and Dribble-Moves... all players must learn to dribble well.

Shooting:

Learning How to Shoot... teach your players how to shoot correctly.

Individual Shooting Work-Out... individual shooting practice work-out for players.

Shooting Tips from NBA Coach Hal Wissel... a series of shooting articles from an expert.

Coaching Shooting

Shooting Mechanics

Confidence and Rhythm

Correcting Shooting Errors

Developing a Quick Release

3-Point Shooting, Rhythm and Range

Shooting Free-Throws
Shooting a Hook Shot

Basic Lead-Up ShootingDrills

Off the Dribble Shooting Drills

Jump-Shot... teaching how to shoot the jump-shot.

Hook-Shot... teaching how to shoot the classic hook-shot, the sky-hook and the jump-hook.

Free-Throw Shooting Techniques... good free-throw shooting will win those close games for
you.

Correct Lay-up Technique... correct footwork and technique will result in players "finishing" more
often.

More Offensive Skills:

Footwork Fundamentals... triple threat position, pivoting, defensive stance and slides, jab step,
cutting, jump-stop, etc.

Passing Fundamentals... good passing is key.

Offensive Tips for Players... basic, simple offensive tips.

Cutting and Faking... teach your players how to cut and fake and move without the ball.

Setting (and Using) Screens... teach how to set good screens.

Moving Without the Ball... what to do when you don't have the ball.

Escaping from a Trap... how to avoid and escape a trap.

Transition Offense Fundamentals... teaching transition offense, the fast-break, 2-on-1, 3-on-2,
etc.

Defensive Skills:
Defensive Tips for Players... some basic defensive tips for players are presented.

Man-to-Man Defensive Techniques... teach on-ball defense, deny, helpside, etc.

Mental Aspects:

The Exceptional Player... what makes a good player great.

Keys to Becoming a Great Player... Roles, Training, Intelligence, and Determination.

Things Good Basketball Players Do... a list of tips for players.

Basketball Tips: Being a Team Leader... how to be a leader, by Lamar Hull.

How to Make the Team, Try-Outs... what coaches are looking for in try-outs.
Things to Think About... a few things players should consider.

Attitude, the "Right Stuff"... having the correct attitude.

The Role Player... good role players who can come off the bench are a tremendous asset to any
team.

Psychology and Athletic Performance... from Ohio University's Online Master's Program in
Coaching Education.

The Basketball IntelliGym... you train your body, now train your brain to make the right
decisions... revolutionary new product that will help you improve your mental quickness,
decision making, basketball IQ, court sense!

Other Stuff for Players:

Academics and the Student Athlete... academics from an athlete's perspective, dealing with
time constraints, fatigue, stress.

When Individual Basketball Instruction Goes Too Far... having your own individual instructor or
trainer.

Smaller Basketball Players: Perhaps the Best Athletes of All... by Tom Emma.

Dealing with Lack of Playing Time... by Tom Emma.

Having a Practice Program... how to practice correctly on your own.

Why Doesn't Johnny Practice Any More?... from Paul Hoover.

Individual Shooting Work-Out... how to practice shooting on your own.

Conditioning... get in shape to play the game.

Alan Stein's Drills... strength, conditioning, warm-up and more drills from training expert Alan
Stein.

Warm-Up Drills

Strengthening Drills

Agility, Quickness & Reaction Drills

Conditioning Drills

Core Strengthening Drills

Pre-Season Drills

Drills for Ankles and Knees

Stretching and Mobility Drills

Nutrition, What To Eat... have good nutrition. What players should eat.

Food Supplements... about food supplements, growth hormone (HGH), creatine, andro, etc.

Information about College Basketball Scholarships... from Kyle Ohman.

Simple, Fun Driveway Games... here are several fun games that you can play in your driveway.

Basketball Terminology... learn the language of the game.

Basketball History... Learn about the interesting history of the game.

See these basketball videos in the You Tube library:

 Basketball Post Drills

 Basketball Guard Drills
 Basketball Shooting Drills
 Basketball Dribbling Drills
 Basketball Passing Drills
 Basketball Defense Drills

Teaching Basketball by Drill Progression

By James Gels, from the Coach’s Clipboard Basketball Playbook, @
http://www.coachesclipboard.net
This article discusses and demonstrates how we teach various aspects of the game using a
progression method. We break things down into parts, drill those parts, and then put it all
together. We start with individual 1-on-1 drills, progressing through 2-on-2, 3-on-3, 4-on-4, and
finally 5-on-5. Many of our drills are competitive, with losers running or doing push-ups.

Early in the season, this method is especially useful for installing your half-court offense and
defense, as well as your transition offense and press break, and your full-court press defense.
We also use progression in teaching how we defend screens.

Teaching by progression is especially useful early in the season when you are introducing
something new, whereas later in the season, you can focus more on certain aspects and details
that need more practice and re-inforcement.

Most of the drills listed below are found in the Coach's Clipboard's drills section.

Progression for teaching your half-court offense and plays

First, we will teach our basic half-court motion offense. We break this down with perimeter
players on one end of the court, and post players on the other, and will breakdown for 15-20
minutes each practice. We use drills outlined on these pages:

 Motion Offense Drills

 1-on-1 and 2-on-1 Drills
 Guard Breakdown Drills
 Post Player Breakdown Drills

5-on-5, full-court drill

We use this 5-on-5 drill for putting it all together. Flowing into your motion offense after running
your fast break or secondary break is more game-like, and is better for conditioning. In this
scrimmage-like drill, both teams play man-to-man defense, and will fast break and score in
transition whenever possible.

If a team scores off the break, the action is stopped and they get the ball back, at the top, in
their half-court set, and will run the motion offense. Additionally, any time the fast break is
stopped, our point guard will call out and execute the motion offense. We play to 7 baskets, and
losers run or do push-ups. All of our drills are competitive.

Similarly, we teach our zone offense(s). We will first demonstrate in the half-court, our "Zone-
23" offense, or our "Zone-2" offense, and point out what we are trying to do, how we want to
attack the zone, rules, etc. Then we run our 5-on-5, full-court drill as above with the same rules
(running the offense after the break), except now both teams are playing zone defense and
zone offense.

When teaching new half-court plays, we will demonstrate in the half-court and run through the
various options. Then we will split the squad and go 5-on-0 on each end of the court, calling out
and executing the plays. Our next practice, we will run the plays out of the secondary break,
using our 5-on-0 down-and-back drill, running a different play each trip.

Then the next 5 players does the same. We will then run our 5-on-5 full-court drill as above, with
both teams playing man-to-man defense, and the offense running plays. To disguise the plays
from the defense, we periodically allow each team a quick 20-second huddle, so they can call
their plays (for example, our "Carolina" play might be called "play-1" or some color, while
"Kentucky" could be "play-2").

On subsequent practices, our offensive drill progression may look like this:

 1-on-1 drill
 Guard Breakdown Drills
 Motion Offense Drills
 Post Player Breakdown Drills
 5-on-0, 5-trips drill (secondary break)
 5-on-0, down-and-back drill - run m2m plays
 5-on-0, down-and-back drill - run zone plays
 5-on-5, run motion (vs M2M, competitive)
 5-on-5, run plays (vs M2M, competitive)
 5-on-5, run zone offense and zone plays (vs zone, competitive)

If our next opponent plays mainly man-to-man defense, we will spend most of our 5-on-5 time
on motion offense and man-to-man plays. If the next opponent is a zone defensive team, most
time will be spent on the zone offense and plays.

Progression for teaching your press offenses

Early in the season, we teach our three press offenses, "80" (vs full-court press), "60" (vs 3/4-
court press), and "40" (vs 1/2-court press). We will usually teach all three in the same practice,
as there as similarities in the three offenses in terms of rules and alignments.
We start with teaching the full-court "80" press offense. We demonstrate the player alignment,
discuss the rules, and then run it 5-on-0. We will then drill it 5-on-5 with the defense in a 1-2-1-1
diamond full-court press.

Next, we progress to the "60" press break, and finally the half-court "40" press offense, drilling
each as above with initially 5-on-0, and then 5-on-5. When drilling the "60" press offense 5-on-5,
the defense sets up in a 2-2-1 press. When drilling the "40" press offense, the defense uses the
1/2 court Viking press (1-2-2).

The progression for teaching the "80", "60" and "40" press offenses would look like this:

 Demonstrate "80" press offense

 "80" press offense, 5-on-0 full-court down and back
 "80" press offense, 5-on-5 vs 1-2-1-1 press
 Demonstrate "60" press offense
 "60" press offense, 5-on-0 full-court down and back
 "60" press offense, 5-on-5 vs 2-2-1 press
 Demonstrate "20" press offense
 "20" press offense, 5-on-0 full-court down and back
 "20" press offense, 5-on-5 vs 1-2-2 Viking half-court press

Progression for teaching your half-court man-to-man defense

First, see "Tenets of Team Man-to-Man Defense" to understand how to play this defense. There
are many break-down drills that we use.

First, we teach individual man-to-man, 1-on-1, on-ball defense containing the offensive player.
Next we teach...

Become a Premium Member to get the complete article and animation. This complete
article also includes:

 Eleven steps for teaching man-to-man defense and additional drills

 Nine breakdown steps for teaching how to defend screens
 Progression for teaching the full-court match-up press system - seven steps
 Progression for teaching transition offense - becoming a running team with the primary
and secondary breaks - six steps

For access to this complete article, and all the Coach's Clipboard's articles, plays, offense,
defenses, etc and more, you can purchase any of these products:

 Premium Membership
 Deluxe Coach's CD
 Playbook & Animations download
 Playbook download

 How To Use "Check Downs" To

Teach Half Court Offense
 by Online Basketball Drills

The Coach’s Clipboard Basketball Playbook, @

http://www.coachesclipboard.net




 This article was submitted by Online-Basketball-Drills.com. Get free basketball
drills, plays, and coaching tips at Online-Basketball-Drills.com. Over 724
unique, fun and effective practice ideas your players will love.




 A great offense in basketball is a lot like a great quarterback in football - they
have the ability to check down to their second and third reads if the primary
option isn't there, remaining calm, cool, and collected in the face of a high
pressure defense.

All too often in practice, because we as coaches want to show our players the
play in it's entirety, we gloss over the first, second, and third options, finishing
the play with a shot for our last option. This conditions our players to do the
same in games - if they don't hit their player on an early backdoor cut in
practice, why would they do it in a game? To combat this, I try to make my
point guards look at each play the same way a quarterback would, thinking of
players as primary, secondary, and tertiary targets.

The simplest way I found to do this, is to show players the play you want to
teach them, but to only show them the primary option until they learn it. Once
they've got it down, we'll revisit the play, and add a foil, or a counter to that
same play. This way players learn the progression more organically, and it
becomes second nature for them to 'check-down' to their next option the same
way a quarterback would.

Here we've got a fairly simple play, with a 4 out, 1 in set. The point will dribble
left, with the 4 man heading down to set a stagger screen for the shooting guard
coming across to the ball side, as the small forward makes a shallow cut to the
opposite wing.

If the big men both set solid screens, the shooting guard should have a good look
at a three point shot, or be able to slash into the lane to get to the hoop and find
one of his bigs for a layup.

Once we've run this through a couple of times, letting both big men get used to
both positions and the same with the wings, we'll add in the next foil. If the
shooting guard does get open a couple of times off the stagger, the defense will
compensate by having the big men slide over and hedge or even switch men.

To take advantage of this, here we make the pass to the wing coming across the
lane high, hitting him as he reaches the right wing. As this pass is made, the
center will seal his man down low, and the power forward will pop up to the free
throw line. If they switched on the screens, we'll have a mismatch with one of
our big men, and if they're hedging they'll be out of position, and some quick
decision making in the high low will usually result in an easy basket.
 It's on the point guard to make this read - he needs to watch what the defenders
are doing in the paint and pass the ball to the man in the best situation, just like
we watch Tom Brady do any given Sunday.

If you're looking for more plays to add to your arsenal, check out our entire
archive of basketball plays, featuring everything from the triangle offense to the
classic motion. Good luck!

Psychology and Athletic Performance

(Infographic) from Ohio University
The Coach’s Clipboard Basketball Playbook, @ http://www.coachesclipboard.net
This infographic was submitted by Ohio University's Online Master's Program in
Coaching Education.

Advancing research into the sports industry emphasizes the importance of the
psychology of the athlete. While all forms of exercise can benefit from understanding
the psychology of athletic performance, professional sports teams are investing time and
resources to make their athletes psychologically optimal. Ohio University's Athletic
Administration program designed this detailed infographic visualizing how psychology
affects athletic performance.

Ohio University Online

Help high school basketball players and coaches better understand how
psychology affects athletic performance by "Liking", "Sharing", "Pinning", or
"Tweeting" this infographic. - Coach Gels

-
This article has been contributed by Jason Schreiber, baseball coach at Alvin College in
Texas since 2000. Jason has come up with this new "Millennial Method" of teaching
players, a method that applies to all sports. He has written a book on the subject: "The
Millennial Method: A Modern Approach to Coaching Today's Generation of
Technology-Driven Athlete".

Schreiber credentials include a bachelor's degree in sports administration (University of

Houston) and a master's degree in fitness and human performance (University of
Houston at Clear Lake). Over one hundred of his players have gone on to the Division I
level, twenty into the pros, and two to MLB rosters.

Jason was Houston high school player of the year at Bellaire High School in 1993. He
played one season at the University of Kansas, one season at San Jacinto Junior College
and two seasons for the University of Houston where he was named to the all-
Southwest Conference baseball team in 1996.

The Millennial Method

As a college baseball coach, I am always looking for ways to get through to my players.
This past season I tried something unique, and experienced tremendous success. For the
first time in fifteen years of coaching I was certain every player on my team was on the
same page with me. The idea came to me at a coach's convention; I heard we retain 10%
of what we hear, 50% of what we do, and 90% of what we teach to someone else.

For me 90% is a big number. I thought to myself I have to get my guys teaching. Then I
quickly realized there is just not enough time in practice to have my players teach. Then
I remembered all of my guys have a cell phone and every phone now has video
capability. Why not have my players teach back to me the ideas I taught in practice... by
making videos on their smart phones?

I talked to a few of my players about the idea and their response was "coach you want
me to make a You Tube video? We make videos all the time just not about baseball." I
really did not want to know what they were making videos about, that was a can of
worms I did not want to open.

The good news is making videos is something kids today are very comfortable with. So
I decided to use the concept with my team, and what I found was remarkable. Not only
were my players learning through teaching, the method also made me a better coach. I
could determine if I had done a good job teaching in practice.

For example, I installed a defensive play in practice, after practice I had my players
teach back to me their responsibility on that play, by making a short video on their
phone. The next morning I watched the videos and could see if the players understood
the play. Before practice started, I could correct any problems before the mistakes
showed up at practice.

By using the feedback from the videos, I could make adjustments in the way I taught
different concepts and could see which teaching method worked best for each player.
Although I wanted my players to make videos like they were teaching the world a
concept, nothing they produced was put on You Tube or social media. I did not want to
provide a competitive advantage for another program to use.

My players did an outstanding job with their videos. Young people today take great
pride in making videos. We had one player who really struggled when it came to
bunting. Bunting is not a talent skill, it is an effort skill, anyone can bunt if you put the
time in. We had numerous conversations with him trying to get him to become a better
bunter but the sense of urgency in him to improve this skill was just not there.

One day frustrated with his inability to bunt, I ordered a video. I told him he was going
to become the leading expert on bunting and teach the world how to bunt. I told him to
talk to his coaches, his teammates, look on You Tube. In two weeks you are going to
make a video and teach the world how to bunt. He became our best bunter in two
weeks.

The fear of producing a video that would show him looking foolish trying to bunt
increased his sense of urgency. In the championship game to win our conference he
executed a perfect bunt with two strikes, and we would not have won conference
without this method.

We used this method to teach our plays, teach our mental routines, for skill
development, and even used it to correct a behavior issue. I wrote a book entitled "The
Millennial Method" which chronicles the many ways we used this teaching method and
how we installed the method in our program. The response I have received about this
concept has been very positive. Coaches are not only excited to try it with their athletes;
some coaches want to bring it into the class room.

As coaches we have conversations with players to improve their sense of urgency about
learning a skill. We think the conversations go well, we expect when the player leaves
the office they are going straight to the field or court and get to work. Our definition of
sense of urgency and our player's definition of sense of urgency are very different. I
have seen this concept bridge the gap between the two definitions. The Millennial
Method increases an athlete's sense of urgency, helps players learn by teaching, and
allows coaches to know for certain if our players know what we are teaching.

Information about College Basketball

Scholarships from Kyle Ohman
The Coach’s Clipboard Basketball Playbook, @ http://www.coachesclipboard.net
Kyle Ohman is the co-creator of Basketballhq.com a basketball training website
designed for coaches and players. He was a thousand point scorer at Liberty University
(div. 1), was ranked the 19th best shooter in the country by Fox Sports going into his
senior year. Kyle has also played professionally in Spain.

Most recently he coached a high school team out of Brandon, FL that played on a
national level and beat the 12th ranked team in the nation. Coach Kyle has a promising
career in the basketball industry as a coach and an individual trainer.

Having played division 1 college basketball and then also coaching high school
basketball at a high level I have talked numerous players and coaches about the college
recruiting process, and the more I talk to people about the recruiting process the more I
realize that there is a lot of confusion about how it all works.

So I decided to do some research and contact multiple different college basketball

coaches to find out exactly what all goes in the anatomy of a college basketball
scholarship.
I have put all of the information together in an easy to read and understand graphic
below. That way every high school basketball player and coach can get a better
understanding of how it all works and give themselves the best chance to make it to
college on a scholarship or send one of their players if they are a coach.
BasketballHQ.com
Help high school basketball players and coaches better understand the recruiting process
and help share this by "Liking" or "Tweeting" this infographic.

Comment: This is great information about college basketball scholarships. Realize that
95% or so of high school players will never play at the college level, and for those that
do, many find it a "grind" and very hard work. I am not saying this to discourage you...
I am saying this because many college players, upon reflecting back, tell me that the
most fun they ever had playing basketball was for their high school team. So work hard
for that scholarship, but don't forget to have fun along the way with your high school
teammates and coaches. - Coach Gels