Filing Cabinet

This poem was written by Jeff Smith when he was an assistant at the University of Dayton. He is currently the Head Coach at Madison High School in Middletown, Ohio.

Here is what he had to say about getting the importance of one possession across to your players.

It was only one possession,
Why must my coach scream,
My poor defense permitted the basket
But what can one hoop mean?
As the pass comes my direction,
And I fumble it into the stands,
The coaches voice rings loud and clear,
“Catch with your eyes and hands!”
C’mon coach, it’s a single possession,
Our team will be ok.
It’s just the first two minutes,
My gosh we’ve got all day.

At the 10 minute mark I remember,
That center is strong and stout
A putback for two, quite simple due
To my failure to turn and blockout.
But it was only one possession,
I didn’t commit a crime,
My team is ahead and I’m playing well,
And there’s still plenty of time!

 
As the halftime buzzer is sounding,
And I watch the ball bank in,
I know I will hear from my loving coach
Of my questionable effort to defend.
But it was only one possession
Coach-don’t have a heart attack!
We’re down by one, but we’re having fun,
I know we’ll get the lead back!
The second half mirrors the first,

But it’s early, it’s not a big deal,
That my failure to use a pass fake,
Results in an unlikely steal.
But quickly I sink a jumper,
I’m greeted by high fives and slaps,
But the next possession I give up a layup.
I guess I had a mental relapse.
But it’s only one possession,
C’mon Coach, “Chill Out.”
It’s crazy to see you disgusted
As you slap the assistant and shout.
“Victory favors the team making the fewest mistakes.
Single possessions are the key.
So treat them like gold and do as your told,
And play with intensity.”

I step to the line for one and one,
But I’m having a concentration lapse.
The ball soars through the air, I’ve shot it too hard,
I’m afraid the support will collapse.
In post game I sit at my locker,
Pondering what more could I do.
I realize the value of a single possession,
What a shame that we lost by two.

Guest Post from Brian McCormick, CSCS, PES: Performance Director.

Feedback is an essential component of basketball coaching and teaching. Experienced basketball players must engage in deliberate practice to improve, and one element of deliberate practice is feedback. However, giving feedback to a player is an art, as a coach must balance his or her player’s different needs.

According to Dr. Cheryl Coker of New Mexico State University, there are five “feedback traps:”

1. More is not better.
2. Offering feedback too quickly.
3. Giving too much information.
4. Interfering with automatic processing.
5. Misdirecting attentional focus.

When I coach, I use three types of drills: Teaching, Training and Competition. One way these drills differ is the amount and type of feedback. Players’ needs differ at various points in the learning and developmental process. In Teaching drills, I use a lot of instruction and correct players often. In Training drills, I use cue words to remind players of previous instructions and intersperse these cues into the drill without stopping the drill. In Competitive basketball drills, I limit the instructions until after the conclusion of the drill and then address the performance.

A few years ago, I worked out two players. Damon was a college student deciding between starting his coaching career and trying out for a junior college basketball team. Chase was a high school sophomore learning the game and growing into his body. I had worked with Damon while he was in high school, and I knew he had trained with a couple other guys who I respected. After the workout, I asked his opinion.

He said he liked everything, but he said that I had missed stuff. I had not corrected every one of Chase’s mistakes. I listened. I explained that I saw the mistakes, but chose to ignore some. He said he preferred another trainer because he critiqued every mistake.

First, I explained that I ignored some mistakes because my focus was elsewhere. Mainly, we were working on Chase’s shooting. When he traveled on his first step a couple times, I ignored the mistake. I did not want to change his focus. I wanted to limit Chase’s thinking, not give him additional information to process. If I stopped a repetition and focused on the traveling, his focus would shift from shooting to his first step. At that moment, I was teaching him to shoot, so I focused on shooting.

Next, I ignored some mistakes on his shot. Part of developing a shooter is building confidence. When a young player hears a negative critique after every shot, he loses confidence. He questions his shot after every repetition. Plus, the more I talk, the less the player shoots.

I choose my feedback carefully and balance the necessary explanations with the need for repetitions. If I explain every mistake, but he only shoots 15 times in an hour, there is little learning, as he remembers only words (maybe) and not the feel of the correct execution.

I also know that as an individual trainer, I will not be at his games and practices. Part of my job is to teach a player to provide his own feedback. If I speak immediately after every repetition, I take away his responsibility and he relies on me. I know that I am instructing too much when a player misses a shot and looks at me for an explanation or instruction. On the flip side, I know that I am teaching effectively when the player notices the mistake before I have a chance to say anything.

Finally, I ignored some mistakes because I want him to process the information. Teaching is not giving a player a grocery list of things to change on the next shot. Instead, I focus on the big issues and work to the smaller issues. Oftentimes, when the player fixes a big mistake, the small mistakes sort themselves out.

For instance, I once trained a young player who could not make a free throw even though he was otherwise a very good player. His mother had been to several other trainers and one suggested the player see an eye doctor! I watched the kid shoot and he was off-balance, even on a free throw. He did not know how to bend properly. He missed short on his shots, and his coaches yelled at him to bend his knees. However, he bent his knees to a great degree; the problem was that he bent his knees so far forward that he was completely off-balance. Telling him to bend his knees exacerbated the problem rather than fixing it.

Rather than focus on his shooting form, I focused entirely on the way he bent his knees. Basically, I taught him how to squat. For over a month, we worked on his shooting and I never addressed his upper body form. Until he could bend his knees and maintain balance, the rest of his shot was irrelevant. I wanted him focusing on bending properly; I did not want to divert his attention to his elbow on one shot, his wrist on another, and his eyes on another. By limiting the information to process, he could focus more on the biggest task (bending properly) and improve his shot gradually once the biggest problem was fixed.

As he improved his balance, his shot improved. Suddenly, he did not miss short because his balance affords the opportunity to shoot the ball high, rather than pushing the ball at the basket. His shot mechanics were not picture perfect, but they were not that bad, either. Once he established balance, we worked on finding a consistent set position and release point. By fixing the major problem, we were able to move forward and attack the smaller problems with a greater degree of success.

Coaching is not demonstrating one’s knowledge or mastery of a subject. Effective coaching requires eliciting a performance from another person. While feedback is essential for a player, the timing, accuracy and amount of feedback determines its effectiveness. To ensure feedback effectiveness, avoid the five feedback traps.

McCormick is the Performance Director for TrainforHoops.com. His books, including Blitz Basketball, are available through www.lulu.com/brianmccormick. He has an excellent basketball forum at www.thecrossovermovement.com

From our basketball poems file… We have more basketball poems, prose, basketball quotes, and inspirational articles in our FILING CABINET.

I like to include theis in our players’ notebooks.

This was written far enough back that it is written in the masculine form, but I believe that it can be adapted for girls and women’s programs.

Author Unknown

The Man on the Bench

The man on the bench is the man for me
He’s not the star, but he’s the key .
Without his aid and help each day,
I doubt if there would be a play.
Every run by a team on “big game” day
He holds the dummy and shows the way when
The other team runs that certain play.
When not being clocked, he’s chasing punts.
Or shagging fly balls, and fielding bunts,
Or a hundred and one other useful stunts.
He’s always the “skins” against the “shirts”,
And the night of the game he sits and hurts,
He helps with equipment, and picks up balls.
Sets up the hurdles, and takes the falls,
But is always ready when some coach calls.
He’s not on the sports page every time
When a “dollar” is waiting, he’s the “dime”

He comes to the banquet with a little prayer,
Hoping this year the “letter” is there.
As he squirms wishfully in his chair.
And he suffers a little along with his coach,
As the names are read and no approach
Is made to him there is a wrench
In his heart. But his teeth will clench,
As he says, “next year”, this man on the bench.
What happens to all the men like these.
Who seem, all elbows, thumbs, and knees.
Don’t feel sorry for their frustrations,
They are the men who head corporations,
And sit on the councils of great nations.

They learn the value of raw sheer grit,
The determination that won’t say quit.
The value of facing rugged strife
To face the gun with just a knife,
They learn how to make a fight in life.
To the man on the bench I give my hand
With the greatest respect, ’cause he’s my man,
Please don’t worry, he’ll go far
Be it jet propulison or motor car,
Somewhere in life, he will be a star.

This is the Definite Dozen used by Don Meyer when he was at Lipscomb.

Pat Summitt had a different version of the definite dozen which are very good as well.

The Definite Dozen of Bison Basketball

TO STAY HERE:

1. BE COMMITTED TO YOUR ACADEMICS – Know your catalog … make a plan … get a degree. Go to class every day. Be on time. Sit up front. Take good notes. Do all extra work possible. Plan ahead and talk to professor when we travel or you are having a problem. Get tutors when you need them.
2. BE COMMITTED TO HAVING CLASS – Treat teachers, trainers, support staff, chapel workers, Marriott workers, and all you meet with respect. Treat other people the way you want to be treated. Moody people are rude. Remember to smile, to say please, thank you, yes sir, and yes ma’am, and give people the benefit of the doubt.
3. BE COMMITTED TO DOING THE RIGHT THING – We have plenty of school rules … know them. Realize if you just try to do the right thing you will be OK. Try to do the next right thing right and you are as close to perfect as any person can be.
4. BE COMMITTED TO THE PROGRAM – We realize that our players are in a fish bowl at lipscomb. Every word and action will be watched. Our program’s reputation provides many opportunities yet brings many responsibilities. We must be committed to build on to the tradition of our program and respect those that have gone before us and paid the, price to build the program.

TO PLAY HERE:

1. BE COMMITTED TO HARD WORK – Our program is built on the concept that hard work pays off. We believe that we work harder than anyone else … and because of that we always deserve to win. There is a reason we are the best … we work at it.
2. BE COMMITTED TO BECOMING A SMART PLAYER – Our players must be ready to learn. We believe we work smarter than anyone else … We must develop players who understand the game. Our players must be good listeners andlearn by watching. We must make good decisions, we must play with poise. We prepare mentally for practice and games.
3. BE COMMITTED TO OUR TEAM ATTITUDE CONCEPT – We must have players who believe in our team concept. Our program is built on the concept that the team/program is bigger than anyone player … We need unselfish players.
4. COMMIT YOURSELF TO A WINNING ATTITUDE – Our players must be-committed to winning but understand we don’t measure our success by winning alone. Each time we play we evaluate ourselves on reaching our potential. The test for our team is to play against the game not just our opponent. We never quit. We always are looking for a way to win.

TO WIN HERE:

1. BELIEVE IN OUR SYSTEM – commit yourself to our philosophy, to our system of play. Be a sponge and soak up the con cepts of how we play. learn your role … then accept your role and do it the best you can.
2. BELIEVE IN YOURSELF – Play with confidence … think positive … realize you are a great player in a great program. Don’t get down when you play poorly … you were chosen to be here … be a leader. lead by example.
3. BELIEVE IN YOUR TEAMMATES – Communicate with each other … help each other. Remember the strength of the pack is the wolf and the strength of the wolf is the pack. Encourage each other and support each other. Don’t ever forget the importance of the shell around the team. Be a friend. We understand that we are all different – be tolerant of team mates and others.
4. BELIEVE IN YOUR COACHES – Understand that your coaches are trying to help make you better people and players. Ask questions … don’t whine and complain. learn to take tough coaching.You must believe that the coaches are doing what they think is right for the team and you.

Some good questions for basketball coaches to ask their players.

To check you value to our basketball team, ask yourself these questions:

1. Am I mature enough to work at things seriously?
2. Do I observe the rules of basketball?
3. Do I expect and respect authority?
4. Do I conform to all training rules?
5. Am I willing to sacrifice for the team? And for myself?
6. Do I work hard in prepractice to improve my fundamentals?
7. Do I recognize correction from the coaches as an effort to help me to improve rather than as a criticism of my performance?
8. Do I help and encourage my teammates when they are striving to improve?
9. Do I stand up for the team or a teammate when I hear criticism?
10. Do I tell a teammate to stop complaining?
11. Do I report any dissension among players to the coaches?
12. Am I dedicated to the point where I’m willing to make any sacrifice which will improve our team, improve myself, or improve the image of our team?
13. Do I recognize the fact that while on or off the basketball floor my actions and performances are a reflection on my family and on the team?
14. Do I take pride in my actions, dress, and speech on and off the basketball floor?
15. Do I have a spirit of cooperation with other team members and the coaches?
16. Do I have a burning desire to win?
17. Do I continually work to improve—never being satisfied with my present development?
18. Do I have the self-discipline and mental toughness to fight back when the chips are down?
19. Am I all business before and during the game?
20. Am I a hard loser? That is do I profit from my mistakes by thinking and talking over the cause of defeat and make sure the same cause never defeats me again? (There is a great difference between a hard loser and a poor loser)
21. Do I recognize the privilege and honor of making the team?
22. Am I eager to learn more?
23. Do I spread enthusiasm to others through my enthusiasm and eagerness?
24. Do I set an example for younger players which will make them eager to become the same kind of player and person as I am?

You probably have a few to add to both lists and you probably disagree with some of our choices. My purpose in adding this post is to get you thinking about how to gain momentum for your team and how to stop it when it favors your opponent.

I believe that you can come up with ideas and systems to practice to teach your team to avoid momentum killers, and to work at developing the mental toughness necessary to withstand momentum killers when they do happen in games.

Have a plan, make your players aware of what they are, and work at it during basketball practice. Part of understanding how to play basketball is knowing how to control or shift the momentum.

Momentum in basketball is a great thing to have on your side. Of course, you can attempt to control momentum with timeouts, but you need those for the end of the game. This article has some thoughts on what types of plays can shift the momentum in a game. Raising your players’ “basketball IQ” by teaching them to spot those momentum shifting plays and then working with their skill levels and your team’s schemes in order to do something about them, will allow you to work at getting the momentum of the game on your side.

Momentum Killers

1. Bad shot selection
   We have a suggested way to rate shots on a scale of 1 to 4 that will help with consistency on teaching our players what a good and a bad shot are.

   4. Layups and Power Shots
   3. Wide open three point shot
   2. average shot such as a 2 point jump shot with hand in face
   1. Pull up 2 point shot with hand in face, shots close to but insided the arc.

2. Missed free throws
   Especially in pressure situations. Here are some links to some posts with some drills for improving shooting free throws under pressure:Two Minute Drill
   Finish the Game Pressure Free Throws Drill
   Consecutive Free Throws Drill
3. Giving up second shot baskets
   To emphasize block outs, chart it as a stat in basketball practice and in games. Give each player his or her stats. “Steve, you had 19 block out chances on defense, and only made contact on 12.” It will make a difference in performance.
4. Allowing opponent to score the last basket of a quarter
   I believe in holding the ball for the last shot as the clock is running down to end a quarter when there is no shot clock to have an opportunity to have 3 more possessions (1st, 2nd, and 3rd quarters). The 4th quarter depends on score. If there is a shot clock, at least give some thought to playing 2 for 1. Regardless of what you decide to do from a strategy standpoint, the most important piece is that you have practiced short clock situations so much that your players can execute automatically without the coach having to call anything from the bench.
5. Giving up three point baskets in the fourth quarter
   As Dick Bennett says, “You must be tough enough to outlast your opponents.” Work in basketball practice to be physically and mentally tough enough to defend with everything you have for the entire game.
6. Turnovers that lead to scores
   Your team must be able to defend the shots you take and the turnovers you make. A five second or travel turnover is better than throwing a pass up for grabs because with those turnovers, you can at least set your defense.
7. Unnecessary fouls
   Playing hard and with discipline on defense is crucial. Rick Pitino says, “Fouling negates hustle.” Preach that to your team. If you play hard, you will get in position and be less likely to foul. If you play smart, you won’t take chances that have low payoff potential and high risk for picking up a foul.
8. Loss of poise
   We have a section on mental toughness and focusing on the task at hand and not on the distractions.
9. Scoring to end a quarter/half
   Again, we feel that it is imperative to have a plan and practice it daily to get the last shot of each quarter.
10. Negating a basket by taking a charge
    Emphasize how to and when to take charges in basketball practice and reward and praise it when it happens in practice or in a game.
11. Making a shot to take the lead in the 4th quarter
    The right player shooting with great shooting technique, great shot selection, and repetitive pressurized success in your practices doesn’t guarantee success in games, but it does increase your odds of making those shots in games.
12. Scoring against a press
    We believe in attacking a press to beat it with a basket or a foul, not just to get the basketball across the timeline without losing it.
13. Diving on a loose ball to gain/save a possession
    Always grab loose balls with two hands and chin them. I saw an example in this year’s NCAA tournament where a player who had a great game tried to dribble a loose ball rather than grabbing it, lost possession, and ended up losing the game on a last second shot. I am not saying that play lost the game, but those plays are the kinds of plays that you need to make throughout the course of a game to win the close ones.
14. Answer a momentum getter by the other team.
    Work with your players in practice to understand what those plays are and what your plan is to answer them.

This is my list of Momentum Getters and that I use with our teams. It is a part of my 130 Situations eBook. Click this link to read a sample of the ebook.