N.4 MARCH OFFICIAL DIGITAL MAGAZINE APRIL 2020 DON

N.4OFFICIAL DIGITAL MAGAZINE

MARCH APRIL 2020

A MAN-TO-MAN OFFENSIVE PLAY

DON SHOWALTER

The “20” Offense

Mick DownerBuilding a Defensive System (Second Part)

Mike ThomsonDeliver (Communicate) Post-Game Feedback

Interview with Ryan TankeThe Culture of Care: Staff and Fan

https://alqueriadelbasket.com/

3 alqueriadelbasket.com

AdB Hoops PublisherIs a digital pubblication of the Alqueria

del Basket, C/ Bomber Ramon Duart S/N 46013, Valencia, Spain

Editor-in-ChiefGiorgio GandolfiEditorial Office

Tel.+39-0372-460585E-mail: [email protected]

Art Director: Lisa Cavallini

The magazine is published six times per year

Valencia BC, Alqueria del Basket, and the Editor-in-Chief Giorgio Gandolfi are not

responsible for the opinions expressed in the articles. All rights reserved

All information in this digital publication are provided as news matter only and is not to be used to violate any local or national laws

Produced in Italy

Copyright 2020 by Alqueria del Basket, Valencia, Spain

The articles received by the authors, by any means (e-mail, fax or by postage) will be property of the above Publisher, and the authors will automatically granted to the Publisher the right to publication without

asking any fee now or in the future

ACKNOWLEDGEMENTSWe would like to thank for their collaboration:All the authors, who, with a great enthusiasm, shared with us their knowledge. Ms. Lisa Cavallini as Art Director, Mr. Carles Orive, for the Spanish translation, Ms. Elisa Michel for the English editing, Mr. Alberto Chilet, Media Manager of L’Alqueria del Basket, for the help and collaboration, Mr. Tom Marchesi, Senior Director Comunications NBA EME for the collaboration and for the NBA Photos, Ms. Laura Janquart, Executive Assistant Minnesota Timberwolves and Lynx for the collaboration and the photos of the interview with Mr. Ryan Tanke, Ms. Jenny Johnston , Assistant Director Communications of the USA Basketball for the collaboration and the photos of the article of Don Showalter

Editorial Let's go... 5Giorgio Gandolfi

coachesThe “20” Offense 6 Don Showalter

Building a Defensive system 10 (second Part) Mick Downer

Various topicsWhat Basketball Means to me… 18Stefano Michelini

Video libraryThumb Series (sec. Part) 22 Thumb Fist eCoach - NBA Coaches Association

The ‘’Art of War’’ 23 Claudio Prieto

Step-Up Screen & Nash Zone 24for a Better Spacing Pascal Meurs

Mini BasketballMini Basketball, Where IT ALL BEGINS 26Antonio Carrillo

Strenght & Conditioning CoachesInto the Squat 30Jacopo Torresi

TABLE OF CONTENTS

18VARIOUS TOPICS

What Basketball Means to me…

Stefano Michelini

ALQUERIA NEWSFirst national

Basketball Chair Alberto Chilet

46Around the Court

The NBA HomeCourt and Global Scout Apps

60

RefereesDeliver (Communicate) 34 Post-Game Feedback Mike Thomson

Rules QUIZ 38 Roberto Chiari

MARKETING, MANAGEMENT & DIGITALThe Culture of Care: Staff and Fan 40Interview with Ryan TankeGiorgio Gandolfi

ALQUERIA NEWSFirst national Basketball Chair 46

Alqueria Events 48

Alqueria SERVICES 50

HOOPS FOR ALLBaskin - The Abilities Assessment's Grid during the Game 52

Deaf Basketball 56DIBF 3 x 3 World Cup

Wheelchair Basketball- The Game, the League and the Post Season 58Haj Bhania

AROUND THE COURTNBA HomeCourt and Global 60 Scout Apps Giorgio gandolfi with Tom Marchesi, NBA EME Sr. Director of Communication


mailto:gg%40adbhoops.com?subject=


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LET’S GO…Giorgio Gandolfi } Editor in Chief

We at Alqueria and at AdB Hoops would like to send a strong mes-sage to all our readers around the world: don’t give in to panic, fight to live your lives as before, but with

greater caution, be aware and employ common sense!

In these times, when the coronavirus has exten-ded its worldwide “full court press,” we cannot sit paralyzed on the sidelines and wait for it to stop creating huge health problems and the return of better times: we need to move on. We must still do what we like even more, we need to try to make our lives as close as possible to what they were before, naturally with the proper precautions ta-ken.

We hope that this issue of AdB Hoops, its fourth edition, will give you some small relief from the strain that we are all going through. The distraction of reading about our basketball topics, including mes-saging for the best coaches, strength and conditioning coaches, executives, refere-es, and clubs that in several countries of the world can-not be on the courts, will be informative as well as a di-straction.

One of our authors in this is-sue is Don Showalter, who has never lost a game in his tenure as head coach of the USA Under 16 and 17 National teams, and has collected five FIBA World, and five FIBA Americas Championships along the way.

Mini Basketball is the first step that a child ta-kes into playing the game of basketball. After a previous article on the topic by Italian instructor, Maurizio Cremonini, we asked a Spanish instruc-tor, Antonio Carrillo, to talk about the Spanish ap-proach to mini basketball.

HomeCourt & NBA Global Scout Apps

for players worldwide




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In the section “Around the Court”, only one word can describe the HomeCourt and the NBA Global Scout apps and that is: “Incredible!” And here are the two main reasons why. First, these apps can help youngsters from all over the world improve their basketball skills. Secondly, they can dream of becoming NBA players, of being selected to par-ticipate in NBA and FIBA Basketball Without Bor-ders events, or to be selected for the elite NBA Academies that USA pro leagues have in different countries.

Don’t forget to try your hand at our Rules Quiz.

Please enjoy the issue …Let’s go forward!



COACHES} Don Showalter } USAB Youth Div. Director Coach Development

THE “20” OFFENSEA Man-to-Man Offensive Play

In nine years at the helm of USA Basketball Un-der 16 and 17 National teams, I had the privilege of coaching several great players, among them Bradley Beal of the Washington Wizards, Jabari Parker of the Atlanta Hawks, and Jayson Tatum

of the Boston Celtics. When creating a team in a short period of time, I always tried to keep our offense simple, while playing a hard-no-sed defense.

Since 2016 I have been USA Basketball Youth Division Director of Coach De-velopment where we work for the improvement of youth coaches.

I would like to describe the “20” offense, which we employ based on players’ movements and on their skills in reading the defensi-ve situations and reacting to what the defenders give them.

THE ACTIONWe start in a one-four set, with two big men at the elbows of the free-throw area, two wings and one point guard. Player 1 passes to 2 and makes a hard cut to the opposite corner, while, on the help side, 5, one of the two big men, dives to the block (diagr. 1).

FIVE GOLD MEDALS AT FIBA WORLD AND FIVE

AT FIBA AMERICAS CHAMPIONSHIPS



TEACHING POINTS} Player 1 cuts hard to the opposite corner between

4 and 5, but not making a UCLA cut (a cut on a ver-tical screen of the big man, editor’s note).

} There is no screen of 4 and 5 for getting 1 free.} In the meantime, 3 moves up, staying high and

wide.

THE ACTION} Player 4 screens for 2, and then rolls to the basket.} Player 2 looks to get to the elbow to make a play. If

no solution is available, 3 goes up wide and the ball is swung across the court from 2, who got over

the screen of 4, to 3 (diagr. 2).

31 2

TEACHING POINTS} Player 5 should set the screen with his back to the

elbow.} Player 2 comes off the screen of 4 with two drib-

bles, and reads the roll of 5, as well as of a possible pass to the opposite post 5, to 1 in the corner, or to 3, who goes up wide.

} 4 rolls hard to the basket, looking for a low pocket pass from 2.

THE ACTION} Player 1 lifts to the wing to receive the pass, while

the post 5 flashes to the high post spot.} After the ball is swung to the wing 1, 3 makes a cut



to the opposite corner, and pushes 2 to the wing out-side of the three-point lane (diagr. 3).

TEACHING POINTS} Player 3 now makes a hard cut to the corner, cut-

ting between 5 and 4.} Player 2 should stay high and wide now for ball

reversal.

THE ACTION:} Player 1 comes off the screen from the 5, while 4,

3 and 1 form a weak side triangle (diagr. 4).

COACHES } THE “20” OFFENSE

64 5

2009 NATIONAL

HIGH SCHOOL COACH OF THE YEAR

TEACHING POINTS:} 5’s screen is set with back to the three-second

area for a better angle.} Player 1 clears the screen with two dribbles,

looking for three possible options: passing to 5 on the roll, to 4 on a short corner, or to 3 at the three-point line.

} 2 goes high and wide for a possible reversal pass

Let’s see another possible solution, on “20” offense .



7

8

Career 1974 - 1976

Lone Tree H. S.Coach

1976 -1984Cent. Elkader H. S.

Coach

1984 -2012 Mid - Praire H.S.

Coach

2012 - 2016Iowa City H.S.

Coach

2009-2018 USA Under 16 & 17

National Team Coach

2016 Youth Division

Director of Coach Development

TIDBITSShowalter grew up on a farm near Kalona,

Iowa

He is author of several technical

DVDs on individual skill development,

practice sessions, zone and man-to-man offense and full court press

defense}

THE ACTIONAs seen before, 1 passes to 2 and makes a hard cut to the opposite corner, while on the help side 4, one of the two big men, dives to the block and 3 goes up wide. But, in this option, 5 screens on the ball for 2 (diagr. 5).

TEACHING POINTS} Again, 5 must screen with his back to the elbow

of the free-throw area.

THE ACTIONPlayer 2 comes off the screen with two dribbles, lo-oking to shoot or to pass to 5 on the roll after the screen, to 4 on the opposite low post spot, or to 3 outside of the three-point area (diagr. 6).

TEACHING POINTS} The player must read the defense and react with

the proper passing to the open teammates.

THE ACTIONIf there is no solution and the ball is passed to 3, 3 passes the ball to 1. Then 1 recei-ves a screen from 4, who

popped out from the low post spot, while 3 cuts on the corner on the other side of

the court, and 2 goes up wide (diagr. 7).

TEACHING POINTS} In every offensive play, the

spacing on the court, the timing of the cuts and

the screen—run with the proper angle—are of the utmost importance for the success of the play.

THE ACTIONPlayer 1 has three different passing options: to 4, after he has rolled to the basket, to 5 on the opposite low post,

or to 2, who is set outside of the three-

point line (diagr. 8).

@dshow23


https://twitter.com/dshow23


,

COACHES } Mick Downer } CANTERBURY RAMS HEAD COACH

BUILDING A DEFENSIVE SYSTEM (SECOND PART)

DEFENSIVE BUILDING BLOCKS Using Constraints, Incentives and Drill ManipulationsWe use these three basic guidelines in our teaching methodology and delivery. These are the founda-tion concepts for everything we do on the basketball court as coaches.

Overcoming Limitations in Time and Resources with Creativity and Innovation

START THE DEFENSE WHEN THE BALL IN THE AIR WITH NO POSSESSION We always start with “Rebounding Coverage”. Neither team has possession of the ball in this moment and

with a predictable shot we are in a great position to get ready to defend. As a by-product of mo-

ving forward and getting ready to defend, we often put ourselves in a position

to compete for the offensive boards. This is now referred to “Tagging (” or “Jamming” up. It’s an aggressive de-fensive concept that we introduced with the Cairns Taipans under head coach Aaron Fearne (diagr. 1, 2, 3, 4,

5, and 6).

Some of the key concepts: } Great offense forces rotations or

mismatches over 50% of possessions.} Start defense earlier.} 50/50 rebounding contests.} Through the elbows / over the top on the shot.} Responsibility (decision to tag or safety) more im-portant than a match-up.

} Traditional safety players sprint to the mid line of the court and to cover the

offensive players running down.} Immediate ball pressure.} Higher players dive down the

court.} Defensive transition into

disruption on the fly of the ball.} Organic disruption re-ads.

2019 NBL CANTERBURY

RAMS BEST DEFENSIVE

TEAM



31 2

REBOUNDING COVERAGEOn perimeter shotsA2 and A4 (wings & corners players) come back "thru the elbows"B2 and B4 (players on the paint) go over the top

INBOUND OR OUTLETAfter a made or missed shot we need to "jam" the balland guard any offensive player, who runs down. Other defenders plug the floor.

RUNNING DOWNA2 shoots the ball, B2 runs down in the middle of the courtAs A4, highest player on the floor, sees B2 running down, he runs in a "safety" position. After the shoot A2 sprints back to halfway near the midline of the court.



COACHES } BUILDING A DEFENSIVE SYSTEM (SECOND PART)

64 5

SPILLSAfter the A2’s drive to basket, en-ding over baseline, A4, the highest player on the floor, sprints back as safety.We apply the normal weak side rules on going to the rebound through the elbows.

PACK CONCEPTSThe coach passes out the ball to 3.Closeout: in a "straight up" posi-tion. The shooter / driver reads the defender gap, but the defender must have always have high hands Ball side defense: guard on open stan-ce in a "pack" line help.Weak side defense: on the lane line help.

CLOSEOUTSStart in “pack” help: your proper position is your help. The defender, based on shooter/driver reads, decides on how early to leave “pack” help.One-way movement to your man.

PACK DEFENSE 3 V 3Practice on two-third of the court.Two dribble limit, no screens.Score in the paint or with a three-point shot.

DEFENSIVE REBOUNDA5 “jam” the ball.A3 on the ball side guards any offensive player running down. A2 runs high in the the middle and A4 goes deep down.

FIND, CONTAIN, DISRUPTFind where is the ball & get on the help positions.Contain the ball on the "sideline" until there is the help and com-municate. Disrupt (turn, hit, blitz) read the situation once the other defenders are set on their spots.

OUR HALFCOURT DEFENSIVE IDENTITYWe are a “Pack” defensive team, with some key concepts in a basic 3 vs 3 drill (diagr. 7, 8, 9 and 10).Below is a table of some of these concepts.

7 8 9



CONCEPT DISCUSSION POINTS“Live” v “Dead” Ball We are in “Pack” positions on a live ball. When the ball is picked up or driven into the

“Red zone” (below the backboard) we come out of a pack position and deny.

Denial Defense We chart “Dead” deflections in games and often incorporate deflections into our sco-ring manipulations at practice.

Standard Closeouts We deny with a hand (not body) in the lane, so on a back cut we can check the cutter or go with him, so we don’t give up lay-ups.

HOT Closeouts High hands with hips down, regardless of a shooter or driver. The angle is “square” (back to basket) unless a corner shooter, where we aim to “pin” the ball in the corner. We take away the rhythm for the three-point shooters with a hard closeout, where as a driver, we closeout short, but with high hand to influence any pass.

Push Points Players identified as “HOT” are run off the three-point line and forced to drive. We at-tack the shooters, shooting hand and “plant” our foot outside the 3-pt line. Key is to “show” hands to the officials. It is an expectation that you chase the shooter down on a drive and keep chasing until a “pack” defender yells “Stay” or “Go”.On a long/late closeout, leave your feet early so as to land inside the 3-pt line and not foul the 3-pt shooter – this MUST be practiced. Let the players make decisions. Either send to weak hand, smallest space to guard or to your closeout “Pack” defender. This is covered in scout preparation.As a general rule sending the ball outside the elbows or below the low hash mark (ba-seline drive) is a pass mark on a 1 vs. 1 drive.

PACK DEFENSEDrive & kick, or pass & cutOne-way closeouts

10

https://canterburyrams.basketball/


https://canterburyrams.basketball/



DEFENSIVE STYLE OF PLAY SCORINGWe use a variety of scoring manipulations and incen-tives to improve our defense. We have a standard SOP scoring system that the players learn early on in the pre-season. Then we will add a variety of ma-nipulations to re-enforce a particular skill and shape habits.

VALUE DESCRIPTIONSTANDARD SOP DEFENSE

1 stop Standard stop on a missed 3-pt shot or shot in the paint2 Dead defections in a possession

2 stops Standard stop on a missed mid-range shotTurnover generated

No stop Offensive rebound conceded, but not converted (repeat possession)

-1 stop Converted offensive rebounded

VARIOUS COMMON MANIPULATIONS

No Stop If defense gets lifted on an up fake

Kill Game 3 stops in a row wins

Target Game Set a target, i.e. 5 stops wins (get a stop = stay on D)Repeated mistakes, lack of talk, uncontested shot = off D

There is a myriad of scoring manipulations and ga-mes that can be played at practice to keep things fun, break up monotony or narrow a focus on a spe-cific skill. When we bias the defense or it’s a defensi-ve drill at practice, we always use a defensive target / scoring system to find a winner.

STAY/GO DRILLDesignate a “Captain”, who can yell:- "Stay" = stay with the ball -"Go" = go & run onto a rotation- "Dead" = ball below the back-board or dribble picked up by the offense

READS DRILLX2 expected to stay & chase down the ball, but, if X4 yells "Go", then X2 runs on into a rotationX3 rotates on the “Go” signal to X2. X4 guards the ball handler.

CHASE DOWN DRILL2 with the ball: on coach’s clap, he drives into the paintX2, beside or behind 2, chases him on coach’s clap.Based on “Stay/Go” of the “cap-tain”, the defenders must be ready to rotate

11 12 13



TIDBITSHe loves playing

golf

Surfing is another of his

passion

He spends as much time as

possible with his wife Mel and his daughter Evie

}}

“ROVER” CLOSEOUTS DRILLOn a weak side kick out pass from the coach, X 2 closes out on 1, whi-le X1 slides toward the ball.

KICK OUT PASS CONCEPTSOn a pass from 1 to 2, X 1 guards the player, who can drive (no more than two dribbles), shooting, or passing (extra). This is part of our "split-kick-extra" concept.

14

15

ADVANTAGE / DISADVANTAGE OF CONSTRAINT DRILLSManipulating a drill is a great way to alter the condi-tions, to increase the amount of specific defensive decisions you want your players to make. Below are a few examples of some drills that can help facilitate the quick defensive decisions that must be made du-ring games (diagr. 11, 12, 13, 14 and 15). Please note these are prescriptive concept diagrams/drills. The quicker you arrive at using random or dynamic starts to drills the better.

The more unpredictable the conditions the more re-levant they are to a game. When you can artificially create game like situations that are randomly gene-rated the greater chance of retention in real games occurs.



Career 2008-2009

Perth Wildcats AUS Assistant

2009-2015Cairns Taipans AUS Assistant

2009-2013-2015Australian Men’s University

National team Assistant

2011Australian Men’s University

National Team Coach

2015-2016Basketball Queensland AUS Coach

Development Manager

2012-2016 Australian Men’s National

Team Assistant

2016-2019Brisbane Bullets AUS Assistant

2019 Canterbury Rams NZ Coach

RANDOM AND DYNAMIC DRILL STARTSCoaching creativity when it comes to the start of drills should be encouraged to simulate the dynamic nature of a real game. It’s a part of the program that we enjoy discussing as a staff to keep our players mentally fresh but challenged. Below is a list of a few favorites that we use in our practice sessions.

SAMPLE PRACTISE SESSION PLANBelow is an extract of a practice session conducted

early in the regular season.




DESCRIPTION DIAGRAM4 IN 6 OUT • 2 players from each team start inside the paint

• 3 players from each team start outside the 3pt line

• Coach shoots, drops, passes, rolls the ball anywhere to start

• Whoever gains possession is on offence or de-fense (depending on the drill) and clears the ball before drill is live

LINE TOUCH • Drill Commences with 5v5 halfcourt play

• On coach’s clap (or whistle) on ball defender must touch a line (sideline or baseline) before re-joining the drill

• Player with ball must either “drive the paint” or make a pass

5V4 +1

l 5th defender (X2) starts near halfway facing the far end with their back to the playl Drill is live when coach enters the balll On either: 3rd pass (diagrammed), shot or paint penetration the 5th defender sprints inVariations:l Have the 5th defender on the baselinel Run it as a 4 v 3 +1 drilll Nominate only 1 defender who can talkl Allow freedom of movement for the offence (off ball screens, cuts)l Limit offence to no dribbles or 1 dribble until 5th defender is in (this incentivizes aggressive

play and shot making in the 5v4 component)

This is one of my favourite drills to simulate rotations, long closeouts and “Stay/Go reads. It’s a drill taken from coach Mark Radford (Basketball Tasmania Head Coach). Over the years I’ve evolved the drill to make the start more dynamic.



,

VARIOUS TOPICS } Stefano Michelini } Coach and TV Analyst

WHAT BASKETBALL MEANS TO ME…BASKETBALL: AN EXTRAORDINARY METAPHOR FOR LIFE

The game is played in tight spaces, to be shared, not divided: the continuous flow of the game favors exchange, and, as in life, in-tegration. We fight hard to conquer a posi-tion and, then, after a couple of seconds, we

leave it in favor of another, always in search of new positions - the wonder of the continuous discovery of new opportunities

Having made one decision, we look forward to the next. After eight seconds we must have crossed the mid-court line, and, then, once crossed it, there’s no going back: this non-recrimination leads us to accept the facts and avoid the easy shortcut of an alibi/excuse.

Former great Coach Petar Skansi and Michelini



We must accept favoring a partner who has a better opportunity than our own, in the interest of the team/community. The assist, intended as help to others, is in the common interest.

You have to accept being replaced on the court, even if you don't want to be: this teaches us not to overes-timate our own value and to appreciate the contribu-tions of others.

Small, seemingly insignificant particulars can make us lose a game: we learn that only by paying attention to the small things, can big things arise.

We learn to play and live within time, not against it: the time of the game, those numbers on the display board, are the joy of possibility we live in together, not an obstacle that separates us from personal affirma-tion.

Triumph and disaster (the “great impostors” of Rud-yard Kipling’s famous poem, “If”) must be accepted for a millimeter or a hundredth of a second: transforming disappointment into new challenges, and exaltation into positive motivation..

HOW TO PRACTICE THIS WONDERFUL METAPHOR?Make sure that the protagonists have a complete sense of the play. Then, they will be interested in it,

SINCE 2009 TV ANALYST

FOR THE ITALIAN STATE TV

they will understand it: passion will be born, it will be-come more, it will remain for life.Especially nowadays, when young people have superfi-cial models, short highlights of the most spectacular ac-tions as examples, they suffer the negative impact of the search for episodic prowess to satisfy themselves.

Have them practice to the rhythm of the game, so they will dive into it completely, turning mistakes into opportunities.It will be the stimulus of wanting to improve in what he loves that will drive the young player to strive to increase the speed of execution: he will accept errors; he will not become a victim of them.

Respect the proportions of the game, that require you to play:} 90% without the ball} 10% with the ball

The better I play without the ball, the better I put my-self at the disposal of others, the easier I will play with the ball (through teamwork).Today, it is just the opposite; it is more usual to have team game models where the top players go one on one and the other four teammates do a lot of standing around looking at them.

Are we so sure that starting to practice with a ball for



VARIOUS TOPICS } What Basketball Means to Me…

each player is really educa-tional in relation to a sense

of respect for the play? Is it really no longer form-ative to start by shar-ing the above men-tioned proportions (90% without ball, 10%, with ball), thus

bringing the young player along with the

correct emphasis? Practice the play in the right

sequence: otherwise the mes-sage is diverted and misleading and

becomes the “fuel” of exaggerated individualism.

Recognize numbers and time limits as tools to con-firm our experiences, and track our team and indi-vidual improvements. By having team and personal records to chase—always raising the bar a little bit higher - gives the group and the players great positive energy, acceptance of their defeats and regressions (often physiological) and the ability to learn to start again.Write down numbers and times, starting again from these data every practice!

se technique, tactics and strategy to give concrete goals to our highest dreams.} Technique (from the Greek “Teknica”): Set of rules and practical methods on whose knowl-

edge and application the conduct of sports activity depends.

} Tactic (from the Greek "Taktikè"): Isolated actions that take advantage of the opportuni-

ties offered by an opponent.

} Strategy (from the Greek "Strategia"): Lines of action to follow in order to achieve the

final goal.

IN SUMMARYWe require:} Understanding of the sense of play.} Training to the rhythm of the game, accepting er-

rors, transforming them into opportunities and objectives.

} Correct adherence to the proportion between play without the ball and play with the ball.

} Technique … The fundamentals.

} Tactic … Defender close? I beat him by driving. Defender far? Shoot.

} Strategy … Practice plan, game, only after having developed the previous aspects: let's not feel like strategists without a motivated, aware and pre-pared "army"!

How to quantify the commitment, the job, without wanting to run too much or be left behind?Let’s use the example of when we fall in love:

} QUANTITY at the beginning of the youthful pas-sion:

Use shooting as an example: continuous repeti-tions to obtain fidelity, reliability and speed of the gesture.

386 GAMES WONIN 25 YEARS OF CAREER



Career 1979-1982

Fortitudo & Virtus Bologna A1 Assistant and

Youth Teams

1982-1992 B Series Different Teams

Coach

1992-1995 Italian National Team, Assistant and Scout

1994-2002 A2 Series Different Teams

Coach

2000-2006 Reyer Venice

Women’s Coach

2012 Youth Level

Coach, Modena

@stefanomicheli2

stefano.michelini.7

point shots (the choice of the type of shot is made by the player). Winning or losing is to be deter-mined by a free-throw. This is the key moment where the young player stands alone, in front of everyone, where he can bring his own teammates to success with a seemingly simple gesture. Nat-urally, all this is based on the specific practice’s program.

PUSH THE PLAYERS TO FULLY IMMERSE THEM-SELVES INTO THE EXECUTION OF THEIR PLAY, (CAR-PE DIEM), AND THEN ACCEPT THAT THEIR ACTION PRODUCED THE FATED OUTCOME.

} QUALITY in maturity: Ask the player to achieve a certain percentage of

execution at maximum speed, for example 3 on 5, 5 on 7, 7 on 10, 11 on 15, etc.

} CONTINUITY at the end of our trip: And so, also, at the end of the game where in-

creasingly high, consecutive goals have been set. For example, teams are formed by two, three or four players, with the target of being the first to get 12-15 consecutive points by making 2 or 3

TIDBITSLoves dancing to the music of the 70s

Favorite places: Sardinia

and the sea

Plays cards

}}

Special Reverberi Award for his contribution to the Italian basketball


https://twitter.com/stefanomicheli2

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VIDEO LIBRARY

eCoach is the official technical video company of the NBA Coaches Association (NBCA, www.nbacoaches.com). Several NBA head and assistant coaches share their drills and plays. There are different sections of the library, from children, to youth, to pro level. You can obtain more information about the company and its services by going to www.ecoachbasketball.com

Terry Stotts, head coach of the Portland Trail Blazers since 2012, shows another solution, the “Thumb Fist” which originates from the

“Thumb Set”. “The set is the same with two big men at the elbows of the free-throw area, two wings on the corners and the point guard in the middle of the court. This offers the chance to begin the play from one side or the other of the court.” he explains. “You can see that we run a wide pin down (horizontal screen to the corner), a hand back (hand-off pass), ball screens, and flares (a screen away from the ball), as in the previous play. But on this play, the big man, after the flare

screen, sets a screen on the ball for a pick & roll. The defender of the player, who received the flare screen and then gets on the wing, is on help position and he opens the court, so there are two solutions after the pick & roll: a pass from the player, who has been screened, to the big man rolling to the basket or the drive of the ball handler to the rim.”

THUMB SERIES (SECOND PART): “THUMB FIST”


http://www.nbacoaches.com

http://www.nbacoaches.com

http://www.ecoachbasketball.com


VIDEO LIBRARY

Claudio César PrietoArgentinian professional coach, who also holds Spanish citizenship, he has attended many clinics and been the guest of teams worldwide, including the San Antonio Spurs of the NBA. Prieto was on the staff of the Michael Jordan Brand Classic in Barcelona. He has coached Catalan teams, has the top Spanish and Argentinian coaching licenses, and is an expert in video analysis. www.thecoachclaudioprieto.com

“THE ART OF WAR”

The ability to disguise an enabling environment to achieve a clear advantage and be able to attack it, always taking into account the weaknesses of the rival, the stage and the right time.

Adapted from The Art of War by Sun Tzu

Željko Obradović, the winner of nine EuroLeagues, has the baggage, the temperament and the absolute experience to design the tactical out

of bounds, last second play for a winning shot at the ideal moment, obviously taking into account the characteristics of all the players.

In this video, you’ll see the winning out of bounds play versus Real Madrid in a EuroLeague game. Emerging as ‘’Constantino in Constantinople’’, Obradović, the head coach of Fenerbahçe Istanbul, makes it clear who he is. He’s putting the ball in the hands of his best offensive player who goes one-on-one against his defender looking to score cleanly or with the possibility of drawing a foul along the way. Know the weaknesses of the rival and your own strengths.



Since the game of basketball has drastically changed, most teams have less low-post players with moves with the back to the basket.

However, it is still very important to have these “paint touches” (inside-outside game) in order to have a proper offensive spacing. Once the ball is on the low-post, a good alternative is a “STEP-UP SCREEN”. This means that the big man passes the ball to the wing and sets an outside ball screen, giving an option to the wing to attack the baseline.This step-up screen also allows the ball to enter to the “NASH ZONE” (from the former NBA MVP Steve Nash), which is the area between the two blocks and the baseline. Whenever the ball crosses this “Nash Zone”, the help side defense becomes the ball side defense and vice versa. This often turns into a completely collapsed defense, with all defensive

players looking at the ball. With a proper replacement along the three-point line, this can create several shooting options. In this video breakdown, I highlight how Coach Obradovic uses both weapons with Fenerbahce to feed his shooters (and the best way to stop it!).

STEP-UP SCREEN AND NASH ZONE TO BETTER SPACING

VIDEO LIBRARY

PASCAL MEURS currently works as the head coach of EuroProBasket International Basketball Academy for professional players at L’Alqueria del Basket in Valencia. He has experience as a head coach at the highest level in Belgium, The Netherlands, France and Luxembourg. He is an expert in advanced basketball analytics and a skilled speaker at coaching clinics. He also runs a coaching website and newsletter: www.pascalmeurs.com


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MINI BASKETBALL } Antonio Carrillo } Director & Tecnical organizer Mini basketball

MINI BASKETBALL, WHERE IT ALL BEGINSTHE CHILD: THE MOST IMPORTANT PERSON IN SPORTS INITIATION

Coach: you are essential/fundamental be-cause the child is the most important per-son in sports initiation. He does not belong to you, you aren’t his boss, no—but you are responsible for his training.

The day you think more about yourself, the team, or the club, and not in supporting him; when you forget what motivates you, you depart from that initial mo-tivation and from what drew you to basketball in the first place (which is very different from your ambi-tions), that day, you do away with your dream. The third edition of the dictionary of the Royal Acad-emy of Language defines “dream” as “a hope whose achievement appears especially attractive.” And more colloquially, between you and me, it’s understood as the force that drives you to coach day after day all season long. And that’s where you come in (what you do, how you do it, and above, why you do it), undert-stood as “what serves as the reason or is primary in something.” For that reason, you are FUNDAMENTAL.One could approach the topic in many different ways, focusing on one aspect or another (technical, tactical, psychological, sport and/or educational value); mean-ing, one could write various books about this chapter of crucial training in the child’s learning and training. But today I will only try to touch on ideology, and above all, how to implement it in practice. For me, mini basketball is a philosophy, an idea, a con-cept, and a way of proceeding.} Philosophy: Believe in each child one by one. Start

with him.} Idea: Nothing denotes failure. Errors are a part of

learning. Manage them and teach from them.} Concept: Make it all simple, easy and fast.



MINI BASKETBALL } Antonio Carrillo } Director & Tecnical organizer Mini basketball

AUTHOR OF SIX BOOKS

ON MINI BASKETBALL

} Way of proceeding: Design tasks with uncertainty that you work into the session at the same time—have opponents, limit time, space, actions and, above all, how decisions are made different from the preconceived ones you start with. Keep him thinking at all times.

Mini basketball could be defined as a way to have fun, to teach and to advance that teaching.Amusement/fun comes from the Latin divèrtere, “carry on several sides”, it means to entertain and ba-sically recreate. Why? Because the child lives playing and plays living. Use the game as a means of teaching among other situations in which he feels he is playing.Teaching comes from the Latin insignáre, "to point." That is to say, to instruct, to teach, to teach with rules or precepts. But beware that you can go wrong here, it’s tricky. Why? Because the learning you propose, can lead to imitation and copying or to the search and study of what has been done already. Be careful be-cause you might "load" the creativity of the child and inhibit his innate talent.To teach is "to excite because only then do you learn what you love" recalls Francisco Mora (Doctor in Neu-roscience and expert in neuro-education).To Progress comes from “progress.” That is, to move forward, evolve, improve, make advances in a certain area. If the child does not progress, he stagnates. If he stagnates, he gets worse. If he gets worse, boredom appears. If he gets bored, he abandons the task alto-gether. His improvement and growth is in your hands.

So, having fun, teaching and advancing that teaching encompass anoth-er higher stage: knowing how to train.Knowing how to train is to cre-ate learning spaces where the player acquires the necessary confidence to practice without fear of failure, punishment, ad-monishing looks, loud rebuking yells—where everything is within his reach, but without its being given away.

LET THE DRILLS BEGINEach side runs the same drill. There is constant role change to maintain attention and concentration in the drill. We use both sides of the court to take ad-vantage of the court time. Six players on one side of the court, the offensive players, and the other six on the other side.Diag. 1: The players start playing "catching (touching)" (1 vs. 5) on the half court. This means that they must touch one of the other players, who then becomes the “catcher”. Then it becomes 2 vs. 4. Diag. 2: The defender that "catches", carries a ball with one or both hands, and must touch the offensive player with the ball. You can add another defender and remove an offensive player, so that the intensity of the drill does not decrease. All players with a ball in



MINI BASKETBALL } MINI BASKETball, WHERE IT ALL BEGINS

their hands means greater coordination.Diag. 3: Now the same drill, but all players drible. As before, the defender changes roles when he "catches" an offensive player, but, after he “catches” an offen-sive player, he then must score a basket before joining the drill again (attention and concentration is impor-tant here). A variation can be to score on the opposite basket, which introduces the transition from one bas-ket to the other. The game continues there.Diag. 4: The players form groups of three near the baseline on each half courts, with cones on the court to create three parallel lanes. They move freely through the lanes from one basket to another, ending with scoring on the opposite basket. You can increase traffic on the court by having all players dribble to the basket simultaneously. There is a time factor— five seconds to finish. Diag. 5: The same drill, but now they must go through each lane from a different angle. This teaches them how to attack the basket from different areas. They can also try to go to the basket with their weaker hand or even by dribbling between their legs or per-forming a cross- over dribble. Diag. 6: Same drill, but they must dribble with their head up and not collide with other players. They need to listen to the coach’s direction here. One player at-tempts a lay-up, and the other two players shoot outside the painted area. The drill always ends with a scored basket. The coach can decide on different shooting options: inside the lane, outside the lane and

TEACHES COURSES AND

HOLDS NATIONAL AND INTERNATIONAL CONFERENCES

from the 6.25m line. Changing options is important for player adaptation. Diag. 7: Keep working on the same drill, but then begin limiting where the play-ers can attack the basket from. We are limiting the lanes that they can use. This will help them work on their focus on the court. For example, with such few op-tions, this will really help them work on not losing the ball. A varia-tion can also be that the coach walks around t h e entire court and keeps announcing what lanes to the basket are open or closed. Diag. 8: If two players find themselves crossing the same lane, but going in the opposite direction, they “greet” ("'saludo"' on the diagram, editor's note) each other differently. Give freedom to the child's creativi-ty without losing sight of the goal. Diag. 9: Continue to work on the initial drill, but now include a variation with the defenders passing the ball to the offensive players. They can use their right or left hand, or make a two-handed pass. Now, the offen-sive player must decide to play 1 vs. 1 or go through the open lane. If the defender steals or knocks away the offensive players ball, they change roles. Also, if the defender has their back to the offensive player,



1980 Mini Basketball

Instructor

2015 Technical Director of

the Imortal Basket Camp, Albufeira (Portugal)

2015 Technical Co-Organizer,

Mini Basketball International

Clinic, Imortal Basket, Albufeira (Portugal)

Career

TIDBITSLoves Spanish

movies

Enjoys practicing

different sports

Likes living near the sea

}}

If we want the child to progress, he not only has to have fun, but he has to learn, and then build from there. Learning technical details or the fundamentals at this stage, is very important. This is only going to make them better, which is when the fun begins. And that's when he starts having fun. Remember, as a coach, the sooner you start coaching with patience, without too many rules in the drills, and allowing for the children to be creative, the quicker you will be able to start making informed decisions start making informed decisions.

the lane is considered open. Diag. 10: I finish the progression of this drill by playing three simultaneous 1 vs. 1 competitions at each bas-ket. You can limit dribbles if you want (only

3 dribbles) or limit where they can shoot from (outside the lane) or even limit the amount of time they have to score a bas-

ket (5 seconds).



STRENGTH & CONDITIONING COACH } Jacopo Torresi } S & C Coach Vanoli Cremona

,

The primary reason for lower body training is to achieve most effectively three important goals: increase lower body strength, which is thought to carry over to athletic perfor-mance, minimize injury risk during train-

ing, and decrease injuries in the competitive season. Although I agree that functional

lower body strength should be the pri-mary emphasis in any high-quality

training program, my lower body strength training usually begins with learning to body weight squat and barbell deadlift.

The squat and hinge are con-sidered fundamental movement

skills at the same level of other fundamental movements. However,

for many athletes more hip-dominant exercises, such as deadlifts, are better starting points than squats. Deadlifts

can be easier to learn and are often less limited by mobility issues.

The squat is one of the most popular exercises for devel-

oping lower body strength, but, technically speak-

ing, the squat can be a difficult exercise

for many athletes to perform cor-rectly. Teaching an athlete to perform a body

weight squat is important,

though, and will reveal vital infor-

mation about flexibili-ty and injury potential.

My current approach is to work on mobility to develop the squat

pattern step by step, and I use that pattern to work on squat mobility, es-

pecially during warm up. Proper squat pat-terning involves teaching the athlete to keep

TO INCREASE LOWER BODY STRENGTH AND MINIMIZE THE RISK OF INJURIES

INTO THE SQUAT



The gluteus, just as in the initial phase, intervenes in the terminal phase of the ascent, provided that it is stimulated by the high speed of execution. If the ascent is not explo-

sive (the jump is the maximum ex-pression) the gluteus is not involved.

Engaging the glutes also has the effect of preventing excessive lumbar lordosis.

The gluteus maximus has the ability to resist exces-sive anterior tilting of the pelvis, because it offsets the pull of the lumbar paraspinals, to keep the lumbar spine in a neutral position. It has been suggested that repetitive hyperextension movements (extension of the lumbar spine beyond the anatomical limits) place stress through the pars interarticularis.

A PROFESSIONAL PLAYER FOR 14

YEARS

the weight on the heels and to sit back into the squat. Sitting back into the squat, also known as the hip hinge, should be used to initiate the eccentric portion of the lift. Sitting back allows the glu-teus maximus to immediately become a part of the lift. Research shows that sitting back and preventing the knees from moving too far beyond the toes does increase hip torque. This same research and more has shown that sitting back to minimize anterior translation of the knees will also decrease torque at the knee joints. The quadriceps are still a major component of the lift: the greater the angle of bending increases, the great-er the engagement of the quadriceps with respect to the other muscle groups, while the gluteus decreases its intervention.

The ability to maintain a neutral lumbar spine throughout the lift has been shown to increase sta-bility through the spine, allowing it to bear greater compressive loads, and reduce shear forces.

Athletes, who cannot squat to a position with the thighs parallel to the floor, tend to be deficient in ankle or hip mobility, hamstring flexibility, or a combination of the three. Sometimes the squat is described solely based on knee angle or by the parallel relationship of the femurs to the floor. The key to teaching and learn-ing the squat pattern is to combine these two points of view to limit the athlete’s knee flexion range of mo-tion and, at the same time, to get the athlete’s thighs parallel to the floor.



STRENGTH & CONDITIONING COACH } into the squat

Starting from the baseline for the body weight squat, begin with hands on hips and elbows as far back as possible. The chest should be up, and the upper and lower back should be slightly arched and tight. Feet should be approximately shoulder-width apart and slightly turned out, approximately 10-15 degrees. Be-fore descending into the squat, inhale deeply through the nose. When descending into the squat, concen-trate on sitting back and placing the body weight on the heels. Sitting back can be an advantageous teaching tool because of the greater amount of hip extension and contribution from the glute complex. Descend slowly; in the descent the knees should stay over the toes. Do not pinch the knees in, allow the knees to spread outward over the toes.

On the ascent, the athlete has to concentrate on driv-ing upward with the chest out, bringing the hips up and forward. Drive the heels into the floor and exhale by blowing out forcefully through pursed lips. To change direction quickly, an athlete needs to be able to resist

the momentum of the center of mass via eccentric con-tractions of the leg extensor muscles. Effective change of direction then requires the athlete to get low with an in-creased trunk flexion angle to effectively recruit the glutes.‘‘Sitting back’’ places the hip joint farther behind the feet.

Because the squat moves the body’s center of mass posteriorly, maintaining weight over the feet requires some form of compensation to prevent falling back-ward. This is usually accomplished by anterior lean of the trunk, ideally from increased hip flexion while maintaining a neutral spine. However, this requires adequate hip range of motion (ROM) as well as back extensor strength and spinal stability. Otherwise, an athlete must flex the spine to maintain balance, pre-senting well-documented risks that contradict ac-cepted squatting guidelines.

Restricted anterior movement of the knees during squatting increases loads at the hip but also causes excessive forward lean of the trunk and is likely to inappropriately transfer load to the lower back. Al-though reduced knee flexion is purported to decrease stress in the knee, it may also compound risk to the spine by limiting hip ROM afforded by the two-joint hamstring muscles. Thus, in an attempt to protect the knee, ‘‘sitting back’’ may pose additional risk to the spine.

AN AVID READER OF

TEXTS ON HIS PROFESSION



STRENGTH & CONDITIONING COACH } into the squat https://www.facebook.com/JacopoTorresi5 @iltorres84 iltorres

may require different positioning. ‘‘Knees behind the toes’’ is likely not an appropriate strategy for every-one.

Finally, rejecting a ‘‘sit back’’ ap-proach should not be interpreted as endorsing a ‘‘kneel forward’’ one. Excessive anterior movement of the knees may shift weight too far for-ward onto the toes, again producing instability. Correct squatting technique should empha-size a stable platform with weight evenly supported underfoot, a neutral spine, and knee, hip, and ankle ROM within safe/tolerated ranges.

Variations in joint loading may be accomplished by changing trunk position, barbell load, and/or squat depth—as acceptable within these criteria—depend-ing upon an individual athlete’s strengths, weakness-es, and training goals. After appropriate movement is mastered at some level, it’s time to add load.

There are many tools for load, including, but limited, to barbells, kettlebells, dumbbells, rocks and bricks but always keeping in mind: appropriate movement first.

Although viewing bilateral squatting as nonfunction-al may be considered extreme, it is essential to use

single-leg exercise in any strength program. Sin-gle-leg strength is specific and cannot be devel-oped through double-leg exercise. The action of the pelvic stabilizers is different in a single-leg stance than in a double-leg stance.

Single leg exercises force the gluteus medius, adductors, and quadrates lomborum to operate as stabilizers. In addition, single-leg strength is now recognized as key in injury reduction and has become a staple of all rehab, recondi-tioning, and knee injury prevention programs. Starting from a baseline single-leg strength

exercise like split squat, ath-letes can move to the next single-leg strength exercise in the progression: the rear-foot elevated split squat, until the single-leg squat, the “king” of single-leg exercise. The single-leg squat requires the use of a single leg without any contribution to balance or sta-bility from the opposite leg.

loves to travel and to sail

Al Pacino is his favorite actor

Formentera is his preferred

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}}

TIDBITS

2010 – 2012 Montegranaro

Youth Team S & C Coach

Career 2012 -2014

Sutor Montegranaro A 1 Serie Assistant

S & C Coach Poderosa Montegranaro B Serie

S & C Coach

2019 Vanoli Cremona A1

Serie S & C Coach and Osteopath

Further, recent evidence suggests that excess flex-ion can aggravate hip joint pathology (e.g. acetabular impingement and/or labral tears) in some athletes. A more anterior knee position usually implies great-er ankle dorsiflexion and knee flexion, which are of-ten said to pose a risk to the knee. Evidence to date, however, suggests that thigh-parallel squats are safe for healthy athletes, although deeper squatting might pose additional risk to the knee menisci or ligaments (principally the posterior cruciate ligament).

It should be noted that many athletes have restrictions in dorsiflexion ROM that compel them to ‘‘sit back,’’ causing similar concerns. Corrective measures could include mobility/flexibility training, limitation of squat depth and changes in barbell load. In general, differenc-es among individual athletes, for example, limb length,


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,

As I sat down to prepare this article, I turned

on the TV to a pre-recorded broadcast of a Women’s Olympic Qualifying game, from Ostend, Belgium - host Belgium playing Canada. I looked-up and saw the referees

on the game were all people that I have had the pleas-ure of working with in my role as a FIBA Referee In-

structor.There was Ademir Zurapovic (BIH), Gina Cross

(USA) and Andreia DaSilva (BRA). The game started slowly, it was only 12-7 after the

first quarter, and the three referees are working hard. My mind immediately turns

to – if I was the assigned FIBA Referee Instructor for this game – what would be my approach afterwards?

In a recent edition of this magazine Roberto Chiari, a friend and col-league, wrote about “IOT’s – In-dividual Officiating Techniques”, and what goes into making a top referee today. After the training and preparation that Roberto Chi-ari spoke [on the last issue] about comes the feedback loop, the post-

game discussion, the evaluation of the referee’s performance in a game.

Where we always go back to the IOT’s. Years ago, the feedback loop for referees

was limited, it might have been peer based, other members of the crew, reactions from players and coaches – and other adhoc

feedback loops. What was missing was a post-game feedback loop where the ref-erees could be provided with evaluation of

their performance. We can look at the Referee Instructor as

Referees } Mike Thomson } FIBA Referee Instructor

DELIVER (COMMUNICATE) POST-GAME FEEDBACK

WHAT DO WE PROVIDE FEEDBACK ON?


Referees } Mike Thomson } FIBA Referee Instructor

Feedback” at the game site – in the dressing room or a connected room. This allows for the discussion to be time-boxed, limited to a target of 20 - 30 minutes. It is a review of themes, trends from the game, not a play-by-play breakdown. The referees can do that on their own, through video, later. It is about helping them to understand what to look for. No question if there is a “big” problem in the game – a last 2-minute error – we need to address it, immediately. The advantage of the game site is it is the workplace – the referees office – where it is business, all business, all the time. What ever happened in the game, when the crew leaves the game site it is over for that night.

When to deliver the “Post Game Feedback” is crit-ical. If there are no issues in the game, we give the officiating team a small amount of time to digest the game and settle. We let the crew start the discus-sion amongst themselves, but don’t allow enough time for the crew to develop an “alibi” where there has been an issue. Feedback must be delivered when the memory is fresh: “At 3:12 of the 4th quarter white N. 3 attempted a three-point shot, in your primary, table side and he ended up on the floor: we had no call, what did you see?” The referee will remember the play, because they sense where a mistake might have been made and now, we can talk about what must

2000 Olympic Games

referee

being a “Referee Coach”. Someone that can make suggestions, provide guidance, provide tools to allow the referee to adjust to improve their performance for the next game. Seems obvious, but this was missing, in an effective way in many basketball cultures.So, what is “Post-Game Feedback” about, where, when and why is it done? What is delivered as part of the feedback, who delivers it and most critically how it is delivered.It should be obvious but the delivering “Post Game Feedback” has a singular goal, a goal of improvement. It is not about identifying what went wrong, it is about identifying what can be improved, what changes can be made to be better the next time out. It is not about identifying how great the crew was, it is about recognizing the journey of continuous improve-ment. We need to recognize the good things that oc-cur, but it is neither an exercise in over exaggerating a positive performance, nor is it, or can it be, all about

the negative, criticism of what went wrong.

Proverb: You can’t teach an old dog new tricks, BUT you are never too old to learn.Where possible we try and deliver “Post Game



REFEREES } Deliver (Communicate) Post-Game Feedback

happen differently next time. Is it position, so an open look, is it not staying with the play, but following the ball, is it not refereeing the defense and being surprised by illegal contact that created a consequence? We always link the discussion to the IOT’s.

Why do we do it? Referees are human, just like everybody else without a whistle. They want to be better; they want to learn and improve. They want to “move up” the refereeing ladder. Feedback must be focussed on improvement. Referees hear negatives for much of a game, and can be (naturally) insecure and need positive re-inforcement to improve. The game benefits from improved officiating, we deliver positive feedback to create the best for the game.Man is a strange animal. He generally can’t read the handwriting on the wall until his back is against it. – Ad-lai Stevenson (Politician and Diplomat).

Why not? Post game feedback is not about identify-ing the best officials – that is a different task. It is not about seeing an official’s limitations. It is not about the Referee Instructor showing off their knowledge: it is a referee centric feedback loop for improvement.

We usually see only the things we are looking for – so much so that we sometimes see them where they are not.

Eric Hoffer (Writer and Philosopher)

What do we provide feedback on? We need to focus on “big picture” items. Those things that matter to a quality refereeing performance. Communication, Teamwork, Decision Making, Call Quality, Consist-ency and Game Control. FIBA’s golden rule is “Game Control”, ensuring the smooth running and dynamic game where players can showcase their basketball skills. The above items are key to ensuring the game is always in control and these elements contribute to a positive refereeing performance. We get to the impor-tant things quickly – Call Quality and Game Control. The word is call quality not selection, it is decision making not judgement. One to three calls per official, a maximum of 5 on occasion. We, whenever possible, use game video to look at these plays. In game control did the officials create uncertainty or confusion? Was there any “what was that’s” or big “oops”? Were there bench decorum issues, or were proper standards of behaviour, decorum adhered to?

Get the call right and there is no comeback.

Step outside the box, find the value that the official is looking for and go there, challenge the official. What are the skills that the best referees have that this referee lacks? Be honest, but be positive.

Only dead fish swim with the stream all the time. Linda Ellerbee (Journalist)

TIDBITSHe loves golf and travelling

Sport enthusiast he is a fan of

ice hockey and professional

football

}



2003 University

Games Championship

final game

1979- 2019 Canadian National

Referee

1982-2019 Canadian University Top

Division Referee

1989-2008 FIBA Referee

2012FIBA Commissioner

2015FIBA Referee Instructor

Career

Who are you when you deliver feedback? Be ap-proachable you, be supportive you, be philosophical you, be nurturing you, be encouraging you. How, let’s talk communication skills.

The biggest problem in communication is the illusion that it has taken place.

George Bernard Shaw (Playwright)

To be a good communicator you must be trusted. It is about your credibility and your character. Trust is earned over time, but it is easily broken. It is about the emotional connection you make with others. When they feel what you say matters to them, and you care about them, your influence is considerable. If you can genuinely empathize with the officials, they become open to your message.

As noted, we use video to show the referees where they can improve. Video has become critical to effec-tive delivery of post-game feedback. It is “fact and

evidence based” – and it shows the referees how you arrived at your

conclusions.

Have the referees do most of the talking – the person who leads the conversation may speak very little. The basic tool of referee coaching is the question.

You can tell a man is clever by his answers. You can tell a man is wise by his questions.

Naguib Mahfouz (Writer)

We always choose “nutritious” conversations over “junk food”. Make sure the conversations nourish the referee – that they increase the energy, the desire, of the referee to be better. Nourishing conversations provide a mental stimulus.

Deliver (Communicate) Post Game Feedback with a goal of improvement. It is not a critique, but a conversation where the ref-erees identify the tools, they need in their game to be better.

We all want a better game: we can help that outcome by creating better refer-ees.



RULES QUIZReferees } Roberto Chiari } FIBA Referees Instructor

1) A GAME CANNOT BEGIN IF ONE OF THE TEAMS IS NOT ON THE PLAYING COURT WITH:

} 7 PLAYERS READY TO PLAY} 6 PLAYERS READY TO PLAY} 5 PLAYERS READY TO PLAY

2) IF A TECHNICAL FOUL IS COMMITTED, HOW MANY FREE THROW(S) ARE AWARDED TO THE OPPONENT?

3} 2} 1} 0

3) THE 3-POINT LINE IS PART OF THE 3-POINT AREA?

} FALSE} TRUE

4) THE SHOT CLOCK SIGNAL SOUNDS WHILE TEAM A IS IN CONTROL OF THE BALL. THE BALL BECOMES DEAD IMMEDIATELY.

} FALSE} TRUE

5) PLAYER A1 NUMBER IS INCORRECTLY RECORDED ON THE SCORESHEET. THE ERROR IS DISCOVERED AFTER THE GAME HAS STARTED. COACH A SHALL BE CHARGED WITH A TECHNICAL FOUL, RECORDED AS 'B'.

} FALSE} TRUE

6) A PLAYER COMMITS HIS 2ND UNSPORTSMANLIKE FOUL AND IS DISQUALIFIED. HE MAY REMAIN IN HIS TEAM BENCH AREA AND CONTINUE TO SUPPORT HIS TEAM.

} TRUE} FALSE

ANSWERS1) 5 Players ready Art. 9.3 OBR2) 1 Art. 36.3.2 OBR3) False Art. 2.4.4. OBR4) True Art. 10.35) False Statement 7-4 OBRI6) False Art. 36.2.3 OBR7) The team that does not gain control of the live ball on the playing court after the jump ball will be entitled to the first alternating possession. Art. 12.5.2 OBR8) The goal counts 2 points. Art. 16.2.2 OBR9) True10) 20 minutes Art. 8.5 OBROBR = Official Basketball RuleOBRI = Official Basketball Rule Interpretation

7) WHICH ONE OF THESE TWO SENTENCES IS CORRECT?

} AFTER A JUMP BALL, THE TEAM THAT GAINS CONTROL OF THE BALL WILL BE ENTITLED TO THE FIRST ALTERNATING POSSESSION.

} AFTER A JUMP BALL, THE TEAM THAT DOES NOT GAIN CONTROL OF THE BALL WILL BE ENTITLED TO THE FIRST ALTERNATING POSSESSION.

8) WHAT HAPPENS IF A PLAYER DELIBERATELY SCORES A FIELD GOAL IN HIS TEAM'S BASKET?

} IT IS A VIOLATION AND THE GOAL DOES NOT COUNT.

} THE GOAL COUNTS 2 POINTS.

9) DURING A JUMP BALL, IF THE BALL IS NOT TAPPED BY AT LEAST ONE OF THE JUMPERS, THE JUMP BALL SHALL BE REPEATED.

} FALSE} TRUE

10) HOW LONG DOES THE INTERVAL OF PLAY LAST BEFORE THE GAME IS SCHEDULED TO BEGIN?

} 20 MINUTES} 30 MINUTES} 15 MINUTES



Referees } Roberto Chiari } FIBA Referees Instructor

P



,

Ryan Tanke is the Chief Operating Of-ficer of the NBA Minnesota Timber-wolves and the WNBA Minnesota Lynx. He was instrumental in having his team, the Timberwolves, be the

first in the NBA to employ electronic ticketing; he was also very successful in introducing

other aspects of Timberwolves business practices. He oversees the sectors of sales and service, including ticket sales, corpo-

rate partnerships and premium seating, in addition to areas of business intelli-gence, fan experience, communications and Basketball Academy.

EVERY MOMENT MATTERS INTERVIEW WITH GIORGIO GANDOLFI

MARKETING MANAGEMENT & DIGITAL } Ryan Tanke } COO NBA Minnesota Timberwolves & WNBA Minnesota Lynx

THE CULTURE OF CARE: STAFF AND FAN



THE BOOK “START WITH WHY” MADE

A BIG IMPRESSION ON ME

Would you kindly explain how you reached the top of the Tim-berwolves organization, after starting out selling tickets at the box office of the Target Center, the renovated home court of the Minnesota Timber-wolves?I started out selling tickets at the ticket window on game nights. Then, I was able to get an internship and I spent five years working full time on tick-ets sales for the Wolves and then also in 1998 for the WNBA Minnesota Lynx, our women’s team.In 2003 I left Minnesota and the NBA and became Director of Ticketing Season and Group Sales at the San Diego Chargers [of the National Football League, editor’s note]. Two years later I came back to the Tim-berwolves as Vice President of Ticket Sales. It was really great to be back here and I was really fortunate over the last 15 years to have had the opportunity to work and grow with this organization.

MARKETING MANAGEMENT & DIGITAL } Ryan Tanke } COO NBA Minnesota Timberwolves & WNBA Minnesota Lynx

I read in one of your interviews that the book Start with Why: How Great Leaders Inspire Everyone to Take Action by Simon Sinek had an impact on your work culture and phi-

losophy. Which concepts in the book most inspired you and how

did you apply them to your work with the teams?

I love Simon Sinek (an English writer and essayist, and naturalized American,

editor’s note) and I’ve read all his stuff. I love the mentality of starting with “Why”, and all of us get-ting into business with a purpose. The purpose may evolve over time, but you must always ask ‘’Why, why am I here?” Having your personal “Why” allows you to continually reflect on your purpose and, organi-zationally, it justifies the structures you put in place: “Why” we exist, “Why” we are working every single day to try to build that purpose. The book Start with Why certainly made a big impression on me, and all



Sinek’s other books, messages and talks have been very impactful.

How did you translate and apply these concepts to your staff at the Minnesota Timberwolves and Min-nesota Lynx?We created an organizational purpose years ago, so we got an organizational “Why” and this had a big impact on the people who come and work here every single day; we are doing this together, we are a part of something bigger than ourselves. This thinking also extends to the fans and the community that we serve as we are making sure that we create an environment and an experience that our fans are proud to be a part of. We want to be sure that our organization is not just about the players on the court, but it’s about every-body, all who are connected to the club, all who watch or attend the games and who want to feel a part of something very special.

MARKETING MANAGEMENT & DIGITAL } The Culture of Care: Staff and Fan

Unlike the USA franchises, the European basket-ball clubs put much more human and economic re-sources into the team, and far, far less into the “off the court” staff. How do you build your staff?So much of success depends on the people that you bring into the organization and recently we have focused a lot on making sure that we have diversi-ty in our leadership team, in addition to diversity of thought, and diversity of experience. We are very proud of the fact that we have a leadership team in the organization that is approaching 50% in terms of diversity, including gender, race, age, and ethnicity. And this really has helped us build a more diverse or-ganization that better represents the community.

How do you reward and motivate your staff?We focus on three core areas. First, which is perhaps most basic, is compensation and we have done a full review of our compensation across the board. We have




WE WANT TO KEEP OUR STAFF

AND OUR BRAND IN CONTACT WITH

THE FANS THROUGHOUT THE

YEAR

to credit our ownership with looking at how we compensate the staff in order to be competitive in this area, so we have made significant changes in how we compensate our peo-ple. Second, in 2020 the flex-ible work environment has become an important com-ponent in the workplace and our staff wants the ability to choose the type of work schedule that works for them. In addition, we get to maximize leveraging technol-ogies so that people can do the same tasks in the office and out of the office. We are very flexible about working remotely, on when and where people work.

}

The third area that we focus on today is staff training and development. What

we are doing is making sure that our staff is trained to be suc-

cessful and we strive to put them in an opportunity where they can continue to grow and develop as people and professionals. We spend a lot of time and resources on training and development of our staff.

How is the care and respect of the staff translated to the

fans, the ‘’customers” of the franchise?

I think it’s an internal approach. We talk all the time about this as it starts



from us. If we take care of our team and we do the right thing as an organization for our people, our people will take care of our fans and put them first in everything that we do. I think that there is an absolute connection between the organization that does a great job in tak-ing care of its staff and how its staff takes care of the customers/fans.

In your job you are dealing with so many different aspects, from tickets sales to fan experience, to communication. Can you share with us some of your


basic ideas that can enhance a basketball club out-side the USA?I think building a great sports organization has four key components. Number one is creating a winning culture. Are you hir-ing the right people and taking care of the people that you have? Two, is having a world class fan experience. Every day that you come to work are you focused on what that experience is? I call it a drive-to-drive experience. From the time fans leave their homes, until the time they get home, how do you positively impact their ex-perience? Are you focusing every single day on mak-ing the best customer experience that you can? Three, you have to have a strong focus on maximizing revenue and too often I don’t think that a team spends enough time thinking about selling tickets, selling sponsorships, as well as other revenues: suites, mer-chandising, concessions. You have to have a strong leader who creates an impact on those things every day. Every single person inside a sports organization has to take part in selling or supporting the sales process that helps the team to be successful. This is something we certainly focus on every day. The last, fourth, phase is the community focus. Sports organizations are oftentimes owned privately or by an ownership group, but more than any other business I think we are very much a public company. What I mean by that is that the fans can vote every single day whether to support or not support us. So what are the things you are doing inside the com-munity that you serve? Are you taking care of people who are either underprivileged or unsupported: sup-porting the people in your community and the peo-ple who will support you.? In short, a winning culture, drive-to-drive experience, maximizing revenues, and community focus are the four key points that I would share with every other sports organization looking to follow our lead.

Can you give me an example of customer care at the Timberwolves?We were the first team to roll out a program where all our season ticket holders will receive 50% off food and beverage, and merchandise next season at the Target Center. Recently we conducted a great deal of research into customer care and we listened to the fans in focus groups. They all talked about the over-all expense of going to the game, not just the ticket prices, but as a complete value proposition. They ex-pect to find this when they go to the arena. This really created significant internal dialogue and conversation

Ray Tanke with the Timberwolves former player Cherokee Parks



@ryantanke

https://www.linkedin.com/in/ryan-tanke-74bb165/

www.nba.com/timberwolves/

that enabled us to launch this plan that nobody had done before. Providing our tickets holders with 50% off on food and beverage and merchandising begin-ning next season has been a great story for us locally and around the country. But it all starts by listening to your fans.

You do a great job in creating fan experience during the season. In the rest of the world, clubs usually forget the fans, their “customers,’’ in the off-season. What are you doing for your fans in the off-season?We look at a 365 day a year relationship with the fans. It begins with the off-season events strategy. We look at the calendar and we plan events from there, such as the [NBA] draft where we organize a draft party. It could be looking at the [NBA] Summer League, and as our team gets together we can have an open house with our staff. We want to keep our staff and our brand in contact with the fans throughout the year. For our fans, particularly the season ticket holders, entertainment is all year long.

How do you communicate your plans inside the or-ganization and to the media?We have two types of communications. One internal and one with the outside press. We place a lot of im-portance on how we communicate with our staff—that communication comes first and must be cor-rect. We do that with a combination of monthly staff meetings, where we bring everybody together; we then have staff newsletters every two weeks, and weekly and daily department and staff meetings. Externally, the big shift that we made is how we ap-

proach the relationship with the local and national media. We treat them the same way that we treat our “customers.” We try to create an experience for the media and we focus on investing energy in everything we do with them, from the way we treat them at the game, to the way we engage with them throughout the year. We make sure that we are continually building up those relationships and that they are where they need to be.


TIDBITSHe earned a business management degree from St.

Mary’s University, Minnesota.

He serves on the board of Twin Cities Boys and Girls Club.

He is involved in the Timberwolves and Lynx FastBreak Foundation and a longtime supporter of Big

Brother Big Sisters.

}}

2003 – 2005 San Diego Chargers NFL

Director of Sales & Services

2012 -2014 Minnesota Timberwolves & LinxSr. Director of sales & Premium

Seating

2013 -2019 Minnesota Timberwolves & Linx

Chief Revenues Officer

2019 Timberwolves

Chief Operating Officer

Career


https://twitter.com/ryantanke

https://www.linkedin.com/in/ryan-tanke-74bb165/

http://www.nba.com/timberwolves/


,

FIRST NATIONAL BASKETBALL CHAIR

This season the University of Valencia and L'Alqueria del Basket have signed on to endow the first specific Basketball Chair at the nation-al level, under the name L'Alqueria del Basket Basketball Chair.

The rector of the university, Maria Vicenta Mestre, and the CEO of Valencia Basket, Paco Raga, put their signa-tures on the agreement that certifies the collaboration between both entities.This represents a huge step forward in the objective of promoting research and innovation in basketball, im-proving training, and sharing knowledge; these are the main pillars of L’Alqueria LAB, the new department within the house of European basketball training.Rector Mestre appreciated the importance of the agree-ment between the parties. “With this Chair, we generate a legal framework of collaboration between both enti-ties, which will help to set objectives and projects that we can do together, contributing to something that we are always seeking: the transmission of everything we do here in training and research to the greater society,

IT IS ALREADY A REALITY

reaching everyone. The field of sport is very important for us,” she explained.On the club side, it was the Director of Operations and Institutional Relations, Jose Puentes, who valued the col-laboration. “For us, it is an honor to participate in this first basketball Chair in Spain together with the University of Valencia. In addition to bearing the same last name of our great city, “Valencia,” it is essential for the club, to create these alliances with institutions that develop knowledge. This is one of the main axes of our Strategic Plan—we want our young athletes in l’Alqueria to develop not only physical, but mental talent, while generating knowledge in the ecosystem,” he said.

FULLY ACTIVE AND READY TO ROLLFrom there, the Chair has not stopped growing. In De-cember, it started to take first steps. The Basketball Department of L’Alqueria del Basket, organized its first training day in the house of European basketball training in conjunction with the University of Valencia, and reg-istered more than 120 participants. Physiotherapy was the central theme of the first program.Rubén Pons, a physiotherapist with Liverpool’s soc-cer team, was the first to speak with his lecture on the "Functional Recovery of the Knee." As per Pons, "It is very interesting for those of us who love this profession and for people who have just studied and want to continue training, to be in an environment like this that supports this type of event.” He continued,“Frankly, it has surprised me a lot; it is very much appre-

ALQUERIA NEWS } media Officer L’Alqueria del Basket



to keep moving forward and I would like this example to be used as a reference point within the community." she explained.Finally, Pablo Martínez, a physiotherapist at Valencia Basket, discussed “The Approach to Knee Structures by Electrolysis”—“This is much more than a club. And L’Alqueria LAB is the pinnacle. With this, all of us who love science have a greater motivation to continue growing in this club, not only through the sporting side, but through the scientific side as well. It is essential that knowledge reach many more people who are able to disseminate it. It is an exciting day for me, to be able to collaborate in this milestone that promotes science and train-ing” he concluded.The feedback from this first joint action between L’Alqueria LAB and University of Valencia could not be more positive in that it showcased the great interest that is being generated around the project. This is an example of the potential of a Chair that has many more activities planned for 2020, including conferences and studies that encourage the growth of our sport.The signature message of the Chair is one of the first im-portant steps of L'Alqueria LAB, the new R + D + I + Co Department of L'Alqueria del Basket. This is the realiza-tion of one of the main projects within the second phase of the Strategic Plan of the largest basketball facility in Europe.

FIRST NATIONAL BASKETBALL CHAIR agreement signed by

Maria vicente mestre University of valencia rector and Paco Raga valencia Basketball

ceo

ALQUERIA NEWS } media Officer L’Alqueria del Basket

ciated that institutions like this exist."Cristina Sánchez, physiotherapist specializing in Ultra-sound, explained how the "Ultrasound Assessment of the Knee" is performed. "This event is very positive, ini-tiatives such as this one allow the scientific community


https://www.youtube.com/watch?v=bzhTgAjaIZw&feature=youtu.be


ALQUERIA NEWS } events

These have been months full of visits to our world class basketball facility from numerous personalities within the world of sport. Mario Gomes, Technical Director of the Portuguese Federation and coach of the Portuguese National Team, has been able to visit many basketball facilities thanks to his international experience, but L’Alqueria del Basket has dazzled him like no other. After exploring the installation in detail, the coach transmitted his feelings. "I loved it. Here you can’t help but work at ease, completely relaxed. This is fantastic, it's very good, very well presented. There are no frills or whims, but it has everything that is essential to our sport and besides, I know that it has outstanding coaches working here. For me it is per-fect. I don't see any mistakes,” said the Portuguese visitor.Taking advantage of his presence in Valencia for the EuroLeague game against Valencia Basket, legendary coach, Rick Pitino, currently coach of Panathinaikos Athens, also learned all the details of a stop at Alque-ria del Basket that left him very surprised. “It is one of the most impressive facilities I've seen. I think the owner is trying to beat Real Madrid and Barcelona in terms of quality. Very impressive. It is a great city, and obviously a great owner, whom I have not yet met, but I know that he will build a new Arena, a great training

facility, and that is very impressive” he said.The Maccabi Tel Aviv Basketball Club chairman, Shi-mon Mizrahi, did not want to miss it either. "I'm very impressed. You have wonderful facilities here. I don't think many EuroLeague clubs have a facility like this and now I understand exactly why the club is suc-ceeding,” said Mizrahi. There is no one with as much experience in the world of basketball better able to assess the possibilities that L’Alqueria has to offer. “Of course it is because I see that many children from different schools are coming here; they’re moving forward and becoming future professionals. It is very important that you have 600 children here every day. It is very large and can readily accommodate them,” he commented.Edli Marcus, CEO of the Israel Basketball Super Lea-gue, also wanted to value what he had seen. “I think these are great facilities; they are in step with today’s young players in the city. They are the best facilities I've seen in Europe, they have everything: places to train, medical facilities, study rooms—I think it's a perfect place for children to play basketball,” he said.

https://www.youtube.com/watch?v=Owz9KIW_I2U&fea-ture=emb_logo

SPECIAL VISITS TO THE FACILITY


https://www.youtube.com/watch?v=Owz9KIW_I2U&feature=emb_logo

https://www.youtube.com/watch?v=Owz9KIW_I2U&feature=emb_logo


A SUMMER FULL OF ACTIVITIES Easter and summer activities are just ahead in 2020. Easter offers two options in unique multi-sports faci-lities such as the Iale Sport Center, or in the house of European basketball training, L’Alqueria.And in summer, the options multiply: Valencia Basket brings you a unique opportunity to enjoy your favorite sport in The Summer Camp, which will be held as always at the Calvestra Adventure and Leisure Center which offers the possibility of improving your basketball skills surrounded by nature and multi-adventure activities. Meanwhile, the little ones can choose between L’Alque-ria del Basket and the Iale Sport Center as an alternative to enjoy their favorite sport. On another note, our Culture of Endeavour philosophy

COLLEGIATE CUP INTRODUCEDLast February the seventh Valencia Collegiate Cup was presented at L’Alqueria del Basket, in the most important year of the competition in the city. This year, 2020, Valencia will host the beginning and end of the Copa Colegial since, on January 8, the national presentation was held at El Pilar school. From May 22nd to 24th, the National Grand Finale will be played here. This is where the eighteen champion teams from all the Collegiate Cup venues will participate and crown the winner of this ye-ar's contest.

is made manifest in the third annual gathering of Fe-male Technification Camp to be held on Campus offe-ring various players the option of improving their per-formance on court with much more specific work, and with the best coaches. Games, activities, contests and above all fun, lots of fun, will be enjoyed by all—always with the orange ball as the central protagonist. You can register now!CAMPUS VALENCIA BASKET

https://alqueriadelbasket.com/?r=activida-des/Campus&idioma=cas

VALENCIA BASKET SCHOOLS https://alqueriadelbasket.com/?r=activida-des/Escuelas&idioma=cas


https://alqueriadelbasket.com/?r=actividades/Campus&idioma=cas

https://alqueriadelbasket.com/?r=actividades/Campus&idioma=cas

https://alqueriadelbasket.com/?r=actividades/Escuelas&idioma=cas

https://alqueriadelbasket.com/?r=actividades/Escuelas&idioma=cas


,

ALQUERIA NEWS } services

SCHOOLS

PRE-SEASON AND PRE TOURNAMENT PRACTICES

RENTAL OF THE COURT

Eight the court of the facility are open to all au-diences. Our website has a rental service with the aim that any team, group, school or organization can make use of them. Some of the most com-mon formulas are usually training or games, both friendly and official.

The little ones also have their space in L’Alqueria del Basket. The schools that house the facilities become the perfect occasion for them to have their first contact with basketball in Easter, Christmas, and summer, while playing, learning, having fun with other children.

National or club’s teams can choose L’Alqueria del Basket as a place for their pre-tournament and pre-season practices. For example, the facilities hosted the Spanish women’s basketball team for some days just before competing in the FIBA Women’s Basketball World Cup in 2018.

CAMPS The most recurring activity on our courts are the basketball camps, especially during holiday periods.

Children and young people have the opportunity to use their free time to improve individually and collectively in a relaxed environment with peers of their age. The Valencia Basket Camps in Easter, Christmas, and summer, the School of Female Technical Improvement, the Shooting Academy or the Skills Camp are some of the already consolidated camps.

CAMPS AND CLINICS ABROAD

House of European Youth Basketball: L’Alqueria del Basket has become an international model, which has already overcome Spanish barriers. Our coaches have already shared the way of wor-king basketball training in various countries. Last summer, with the help of the company Assist Basketball, Australia already lived this experience, as well as the Worcester Camp , for the fifth year in the UK. Training, clinics, talks... The Alqueria model reaches everywhere.

TOURNAMENTS The amount of courts and the variety of services offered by our facility allow to host any

type of first level youth tournament. To date, L’Alqueria del Basket has been chosen to com-pete in the previous phase of the Endesa Mini Cup, the Adidas Next Generation Tournament, the Valencia Basket Cup or the Spanish Women’s Cadet Championship among others.



EVENTS

VISITS

CLINICS

L’Alqueria del Basket is not just a place for basketball. The

wide spaces of the courts and the available rooms make it an ideal space for companies or organizations to host events of any kind. The presentation of the Giant Awards, the Marketing Meeting of the Valencia Basket, the presentation of the FER Project, several live radio programs... A wide variety of possibilities.

Many schools, teams and individuals can discover every corner of L’Alqueria del Basket

thanks to the organized visits offered by the facility. The thirteen courts, the gym, the medi-cal and physiotherapy rooms or the Innovation Room are some of the most relevant locations of the largest basketball house in Europe.

The philosophy of the steady im-provement in L’Alqueria del Basket is not only for the players, but also

for the coaches. The facility hosts from open training days such as the Raúl Jiménez Memo-rial or the Valencia Basket coaches’ talks, to professional courses such as Procoach, which has brought world-class coaches to share their knowledge and experiences.

PRESEASON

INDIVIDUAL WORK

The final stretch of the summer is a good time to prepare the new season. Some American

Universities such as Central Florida, George-town and Louisiana, among others, have chosen L’Alqueria del Basket as one of their stops to train and play friendly games during their prese-ason tours. Another event that we are used to is that one of Europrobasket, a program involving players from different countries, who practice for several weeks together for the new season under the supervision of a coaching staff.

Many players prefer to work alone, especially in the summer sea-

son, and choose L’Alqueria del Basket to carry out their set-up for the new champion-ship. We have some examples with the Valencian player Ana Suárez, the Virtus player Angela Salva-dores, the Spanish international María Araujo or Jad Khalil, a Lebanese international.

L’Alqueria del Basket is a basketball generating center, which also aims to become a benchmark for innovation in our sport. To this end, the installation is in a process of constant improvement, open to new ideas and projects. You can find all the information about the installation and you can contact us by our web site:www.alqueriadelbasket.com


http://www.alqueriadelbasket.com


THE ABILITIES ASSESSMENT’S GRID DURING THE GAMEPURPOSEThe following grid, now in its second version, is used for the assessment of abilities during the game, and its purpose is to streamline and improve the correct clas-sification of assigned roles. In addition to the “classifi-cation test” already in use, it will replace the entry “as-sessment in the game”, in order to make it as objective as possible.Every role is characterized by specific abilities that, while different for each single player, help to define their limits. It is, of course, understood that in Baskin the individual players are so different from one another that clear-cut classifications, as found in other sports, are impossible. However, trying to use even greater precision and objectivity is possible and proper in order to speak the same language on the court and to avoid misunderstandings.Keeping this in mind, we tried to assess not so much the effectiveness and performance (dependent variables) of the players, as, instead, the singular abilities shown in the course of the game (independent variables) with as much objectivity as possible.While the assessment test for the routes aims at the evaluation of the “Motor Scope” and the “Technical Scope” of each player, this grid is aimed at the assess-ment of the “Tactical Scope”, i.e.the attention, analysis and decision-making abilities that deal with the different situations that occur in each phase of the game.The key to the interpretation of the grid is “function-ality”, leaving out the physical and technical character-

FUNCTIONALITY IS THE KEY TO THE GRID'S INTERPRETATION

HOOPS FOR ALL } BASKIN

ROLE 3 ROLE 4 ROLE 5LIMITED OR PARTIAL

FUNCTIONALITY

SCARCE or NO ability to create the game

PARTIAL OR ALMOST COMPLETE FUNCTIONALITY

LOW or MEDIUM ability to create the game

COMPLETE FUNCTIONALITY

GOOD or HIGH ability to create the game

istics of a player, to assess his functioning during the game, his ability to understand a situation, process a solution and execute it. The lower the functionality, the less the ability to find a solution to a problem, the higher the functionality, the better the ability to find the best solution, to the point of “creating the game”. By “creat-ing the game” we mean the ability, from the start of the situation, to finding a solution that gives an advantage to the player, but, above all, to his teammates.

FUNCTIONALITYFive abilities were selected and five levels of “expres-sion” were identified for each of them, in ascending order. A score is matched to each level, ideally corre-sponding to:



1. Role 3 low profile2. Role 3 high profile3. Role 4 low profile4. Role 4 high profile5. Role 5

The sum of the five scores yields a result that shall be compared to these approximate thresholds belonging to each role:

5 to 10 points = role 311 to 20 points = role 421 to 25 points = role 5 Two “Malus” coefficients were added to this second version; they shall be applied to the score ob-tained, in the following cases:

Score role 3 or 4 (5 to 20 points) with a height of less than 155 cmScore role 5 (21 to 25 points) with prosthesis / phys-ical impairment of the lower limbs

These negative coefficients aim at lowering the pre-vious score, to balance a non-modifiable physical component that can affect unfavorably the confron-tation with players of the same role.

LONG-FORM TABLE OF THE DIFFERENT CASESSince the assessment grid is, by its functional and practical nature, an artificial tool, we thought of cre-ating and attaching a table to describe in greater de-tail how each role defines its own abilities. This table does not replace the assessment grid, but, rather, clarifies it— consider it an “extended form” of the five abilities in the grid—to help the assessor better understand the different cases when these abilities can be observed in the various roles during a phase of the game. It also includes a few observations that, due to the above mentioned reasons of brevity and objectivity, were not included in the grid.

ASSESSMENT MODE AND TIMINGThe grid is used for the assessment of a single player, is valid for Roles 3, 4 and 5 and shall be filled dur-ing the observation of one or more matches. Ideally, if the championship timing and organization allow it, the player should be observed at least two different times, and be assessed by at least two different as-sessors. In case of more assessments, the mathe-matical average of the results shall be determined.

The sum of roles from 1 to 5,

never beyond a total of 23

The grid is the tool used by the members of the Technical Commission in each

regional section to evaluate the cor-rectness of the enrollments during the games; however, this tool can and shall be used by the coach-es to determine if their players were correctly enrolled and to constantly monitor their improve-ment.

If the assessment of a player yields a different result from his/

her actual enrollment, then the play-er SHALL change his role. The regional

commissions shall determine the timing of the change, which can be immediate (even in the

course of a match, if the incorrect enrollment is so unbalanced, as to affect the result of the match) or later in time, if the technical commission believes that the player needs a period of time to train and improve some abilities for the new role that he does not possess at present. DUBIOUS CASESThe local technical commissions of the regional sec-tions have full power of decision making about the enrollment of the players in their own section.In all cases when the correct enrollment of a player is difficult to determine, due to either strong “bor-derline” characteristics between roles, or wide dif-ferences among assessments, or cases not provided by the rules, or external factors, the local technical commissions can refer and/or consult with the Na-tional Technical Commission to settle the issues. ETHICAL ISSUEWhile using this assessment grid, one basic issue must be kept in mind:Clear your mind of any previous judgment and opin-ion about the player to be assessed.Starting from the premise that each coach, play-er, manager and any other person belonging to the Baskin world is joining this sporting activity in total good faith, the technical commissions and the tools they employ play a vital role in keeping an objec-tive balance; this is not always possible, in cases of the assessment of one's own player/acquaintance/friend. That, however, shall not exempt the coaches and other persons from constantly assessing the correctness of the enrollments, to ease the task of the commissions and to keep Baskin consistently balanced.



ASSESSMENT GRID OF THE ABILITIES IN THE GAME (REV. 2/2018)KEY:} * By “forcing the shot” we mean a situation where

the choice does not guarantee a high probability of success.

} ** By “situation of advantage” we mean a situation where the choice guarantees a high probability of success. The criteria to assess the probability of success can be: distance from the objective, shoot-ing angle with respect to the basket, possible inter-ference of the defense, among others

} *** By “external stimulus” we mean a suggestion/order from the coach or teammate.

} **** By “being in difficulty” we mean that the solu-tion found is no longer feasible or has a high risk of failure.

} ***** Some players (often role 3) can sometimes perform continuous changes of the objective that seem to be adjusted to what is happening, but are often automatic movements learned in the course of practice and therefore not dependent on the game situation. In this case, these abilities do not count as “voluntary”.

} ****** By “advantageous position” we mean taking a position on the court that facilitates the offensive/defensive actions of one's own team. The assess-ment criteria can be: finding a position where you can receive the basketball without it’s being inter-cepted by the defense, looking for a free position near one of the two baskets, looking for a position that does not hinder the movements of your team-mates (above all, when in possession of the ball), looking for a position allowing you to prevent your opponents from reaching the baskets, as examples.

DEFENSE1. Has difficulty in staying with the offensive player

and/or keeps forgetting to defend. His defense sel-dom obstructs the offense.

2. Keeps up with the scorer, but is easily distracted and loses the man when not in possession of the ball. His defensive stance rarely obstructs the of-fensive player.

3. Can follow the offensive player with continuity, even without the ball. Sometimes also tries to ob-struct the higher roles. Tries to choose a defensive position that can obstruct the offensive player, but finds it very difficult to anticipate ball reception.

4. Can always follow the would be scorer, looking for a tactic to obstruct his ball reception. Chooses a

defensive position to obstruct the offensive player and tries to modify it in accordance with his move-ments. Can also obstruct the higher roles.

5. Follows the offensive player with or without the ball, trying to anticipate his decisions. Always chooses a defensive position to obstruct the offensive player and his ball reception and constantly changes it to anticipate him and to respond to court conditions.

QUALITY OF SHOT CHOICE1. Always forces the shot, independently of the situa-

tion and the shot outcome.2. Finds it difficult to assess the outcome of a shot,

therefore often forces the choice.3. Rarely forces the shot and can nearly always assess

the outcome of the choice he is going to make.4. Only shoots if the situations seem favorable to him,

otherwise renounces and looks for another solu-tion. Sometimes, but not often, he can create a shot with a personal solution, but rarely facing the oppo-nent in a one on one from the dribble. He can per-form shot fakes to trick the opponent, but can rarely obtain a better shot.

5. Chooses carefully the time to shoot creating an ad-vantageous personal situation of one on one. Uses

HOOPS FOR ALL } BASKIN



shot fakes to trick the opponent and obtain a better shot.

USE OF THE TWO BASKETS1. Always heads towards a single objective without

changing direction, unless affected by external stimulus

2. Usually heads towards a single objective, but can change direction if in difficulty, voluntarily or after external stimulus.

3. When in difficulty, changes his objective voluntarily.4. Makes his own assessments and voluntarily de-

cides, sometimes in advance, if and when to change his objective.

5. Creates situations deliberately to take advantage from the change of objective, for himself and his teammates.

TEAMMATE INVOLVEMENT1. Looks for a personal solution, never passing the ball,

unless occasionally and only after external stimu-lus.

2. Looks for a personal solution, passing the ball very few times and only if in difficulty and after external stimulus.

3. Can pass the ball to his teammates if in difficulty, but usually looks for a personal solution.

4. Often passes the ball to his teammates, some-times, but not often trying to create an advanta-geous situation.

5. Keeps looking for and creating advantageous situ-ations to pass the ball to his teammates involving them in offensive actions.

MOVEMENT WITHOUT THE BALL1. Usually stands where he is told and, if he has to

choose by himself, never stands in an advanta-geous position for the game.

2. Often stands only where he is told and, if he has to choose by himself, this is rarely advantageous.

3. Often stands where he is told and sometimes looks by himself for an advantageous position in the game, even if he finds it difficult to draw a real ad-vantage from it.

4. Can almost always find an advantageous position to stand by himself, sometimes but not often man-aging to anticipate the game.

5. Anticipates the game always looking for the best position to place himself in, to draw an advantage for himself or his team.

https://baskin.it/https://www.facebook.com/baskin.cremona/


https://baskin.it/

https://www.facebook.com/baskin.cremona/


3 X 3 WORLD CUP

We, the Deaf International Basketball Federation (DIBF), are pleased to an-nounce, officially, the premiere of our DIBF 3 x 3 World Cup. After numerous years of waiting and working on infor-

mation regarding rules, procedure and knowledge of this sport we are happy to announce that the maximum number of male and female teams will be participating. After creating something from nothing these new rules, procedures, technical regulations, and match tables ,

SEPTEMBER 6TH-10TH, RAMAT GAN, ISRAEL

HOOPS FOR ALL} DIBF

have culminated in the realization of a dream for many deaf players: to be able to enjoy this beautiful sport. The first edition of the DIBF 3 x 3 World Cup will be held in Ramat Gan, Israel, very close to the famous city of Tel Aviv. The duration of this first event is five days, from 6th to 10th September 2020. The playing venue is on the grounds of the Kfar Maccabiah Ho-tel which houses outstanding athletic facilities that extend over the 20 acres hotel complex including the playing courts that are also used for the FIBA 3 x 3.

http://www.dibf.orghttps://twitter.com/deafbasketball

The participants from all over the world will be:l Twenty men’s teamsl Twenty women’s teams

representing the four DIBF zones:} Africa} America} Asia-Pacific} EuropeWe at DIBF could not be more excited about this first DIBF 3x3 World Cup, and we can't wait to initiate this tradition for our participating teams.Below are the DIBF Men’s and Women’s World Rankings.


http://www.dibf.org

https://twitter.com/deafbasketball




THE GAME, THE LEAGUE AND THE POST SEASON

,

A DEEPER LOOK INSIDE THE WHEELCHAIR BASKETBALLposition; ability to push the wheels (24”/25”/26”/27” wheels), type of tire and air pressure, location of the hand-rim (material, spacing), strapping, material, Vel-cro or click lock, width, length, location, position of the footplate and material.A number of other things are considered in the con-struction of the sports chairs and these may be stan-dard manufacturers products or at a players request and include castor wheels, material, size and position; seat cushion size and material; wheel spokes; the backrest and under chair support material and fixing; side guards size and material.Lower classification players prefer softer cushions and material as extended period training and playing can lead to skin irritation and sores. They will generally use 24”/25” wheels. Higher classification players will usually have firm cushions and use 25”-27” wheels.Players and manufacturers continue to adapt and evolve the sports chair to give optimum use and ad-vantage. Players and manufacturers have trialed and produced ‘molded’ seats and although effective, they are used by very few players.Most sports chairs are made from aluminum and heat treated for strength. There have been some chairs made from carbon-fiber, but cost and repair make this functionally limited. As strong and hard wearing as the sports chairs may be, they can suffer wear and tear damage and parts of the frame can snap requiring welding repair.The average cost of a high-quality performance sports chair is in excess of €5,000.

THE LEAGUEPlayers are approaching the end of their league se-asons and preparing for league play-offs. Those not making the play-offs will be considering plans for next season and some players may be looking for fresh or different challenges at different clubs or countries. The more successful clubs will be more stable and retain many of their players and look to strengthen based on classification and position needs.Many clubs will be preparing for or have already com-

HOOPS FOR ALL} HAJ BHANIA } GREAT BRITAIN MEN’S WHEELCHAIR NATIONAL TEAM COACH

Continuing the theme from the previous arti-cles, a brief comment on equipment and the sports chair. Other than starter or develop-ment athlete chairs, most sports chairs are custom made or made to measure. The con-

struction of the chairs are subject to IWBF rules gover-ning size and dimensions (hei-

ght) at various points, height and shape of the front bar

and the placement and height of the anti-tip/’fi-fth’ wheel/s. The rules have a purpose that re-late to a player’s own use and for on court

safety to the player and others.Players will need to feel comfortable in

their seating



pleted their preliminary rounds of the Euroleague.

This is a high quality com-petition which includes the

‘’Champions Cup’, played over three rounds, preliminary, quarter finals and

four teams finals. Below there is the Euroleague 1, 2 and 3 cup tournaments played over two rounds, pre-liminary, and eight team finals. Each round has an eli-mination process.The ‘’Champions Cup’’ finals are the pinnacle, usually comprising the best four teams in Europe. The players in these teams will be a representation of high level international players.Spectator support at the Euroleague games, the lea-gue games and the play-offs continue to grow and all teams have a good following. All these games are live streamed and many games are now broadcast on na-tional television. All games are also available to watch later and posted on various media broadcast channels and outlets.

POST SEASONAfter a high intensity and demanding league season, the players will have a short break then join their na-tional teams for the summer to prepare for the next major international competition. This year it is the Tokyo Paralympics. Most players and teams will be together for extended periods during the summer. The program will include training and invitational prepara-tion competitions and involve some travel.During the program, it is essential to provide support services to all players. This will be individualized and include fitness training, physiotherapy and medical support after a long season, sports psychology for in-dividuals and the team as required and coaching sup-port. Athlete welfare is vital to ensure they are as well prepared as they can be as we approach the games. During the preparation period, the teams will comple-te their selection process and this is a very demanding and emotional time for players, the support staff and the coachesIn wheelchair basketball, even though the squad will comprise high quality players, the coaches have to se-lect a balanced classification team. Coaches have to ensure they have selected their optimum line-ups and

Men’sAmericas: Canada, Colombia, USA.Europe: Germany, Great Britain, Spain, Turkey Asia Oceania: Australia, Iran, Japan, Korea

Women’sAmericas: Canada, USAEurope: Germany, Great Britain, Netherlands, Spain.Asia Oceania: Australia, China, Japan

MOST SPORT CHAIRS ARE MADE FROM

ALUMINIUM AND HEAT TREATED FOR STRENGTH

The Paralympic Games start in August after the Olympics. As soon as the games finish, the players will have a short break and return to club pre-season and the cycle starts again

that there are sufficient similar or multiple classifica-tion players to make classification changes without disrupting the make-up of the team

The teams for the Paralympic games have now been confirmed except the one men’s team and one wo-men’s team from the Africa zone. Their qualification tournament takes place in early March. The qualified teams from each zone are –

https://iwbf.org


https://iwbf.org


The NBA scouts are unceasingly searching for new talent all over the world and one of the most amazing discoveries by the Milwaukee Bucks scouts has been Giannis Antetokounmpo, the ‘’Greek Freak’’, and

last year’s NBA Most Valuable Player. But now there are also digital devices to support their work. HomeCourt, introduced last year, and the NBA Global Scout, presented this year, are two apps that can help the NBA teams and their scouts to di-scover the newest talents even in the most secluded parts of the globe.

HOMECOURT APPThe primary aim of the HomeCourt app is to help young male and female players worldwide to impro-ve their basketball skills, and, maybe, to be noted by the NBA teams. It is ready to be used and you only need an IPhone and a tripod to use it. It is a mobile basketball training application that uses advanced machine learning and computer vision to unlock potential in every player. The partnership le-verages HomeCourt’s technology to develop and train players at all skill levels and is an integral part of the NBA’s youth basketball development initiati-ves around the world. By giving players everywhe-re access to HomeCourt’s technology, the NBA has the opportunity to identify and discover basketball talent Using the AI, artificial intelligence and AR, augmented reality, technologies, this app tracks a basketball shot and draws real-time information, inclu-ding kinematics, trajectory, and the number of shots made, but that’s not all. In fact, HomeCourt records the performance of the player on the court, automatically edits and produces video clips, and tracks and analyzes the real-time data in order to improve their skills. And now Ho-meCourt has been adopted by teams and players in more than 100 countries and several NBA teams.

This app was developed by Nex Team, a startup ba-

AROUND THE COURT } Giorgio Gandolfi with Tom Marchesi Sr. Director Communication NBA EME

NBA HOMECOURT AND GLOBAL SCOUTTHE AI AND AR POWERED BASKETBALL TRAINING APPS

A MOBILE TRAINING

APPLICATION FOR EVERY PLAYER



sed in San Jose, California, whose Co-Founder and CEO is David Lee, a former senior manager at Apple. Lee, born in Hong Kong, where the Nex Team also has an office, had the idea of creating this app after a we-ekly pickup game. This company got funding from the NBA, as well as from several NBA players, such as Jeremy Lin, Al Hor-ford and Bradley Beal among others as well as Sue Bird, a current WNBA player. In addition, former NBA MVP, Steve Nash, former Philadelphia 76ers Gene-

AROUND THE COURT } Giorgio Gandolfi with Tom Marchesi Sr. Director Communication NBA EME

ral Manager, Sam Hinkie, the Dallas Mavericks owner Mark Cuban, Brooklyn Nets co-owner, and Alibaba Group (the Chinese e-commerce giant) Vice Chair-man, Joe Tsai, and the actor Will Smith with his Drea-mers Fund have all invested.HomeCourt combines proven training concepts with advanced artificial intelligence to provide real-time analytics that help players of any skill level advance their game. It calculates shot accuracy, progress over time, and key performance metrics such as speed, vertical jump, release time and ball handling. Most importantly, HomeCourt creates an entirely new basketball experience that is fun, engaging, and ac-



cessible globally with just a mobile phone using iOS. The app offers three NBA challenges, including a shooting contest, ball handling contest, and achie-vement badges. Additional interactive training drills, challenges and joint initiatives have been developed in partnership with the NBA and its teams during key events throughout the NBA season.

HomeCourt will also collaborate on opportunities at

marquee league events such as MGM Resorts NBA Summer League and Jr. NBA Global Championship, and during elite youth programming development, including Basketball Without Borders, the NBA and FIBA’s global basketball development and community outreach program, and NBA Academies, a network of elite basketball training centers around the world for top male and female prospects from outside the U.S.“NBA teams and players have already found Home-

AROUND THE COURT } HomeCourt and NBA Global Scout



the June NBA Draft. Any player with the HomeCourt app will be able to perform skill

development drills and share their anthropometric measurements—

such as wingspan, height and verti-cal leap— to be evaluated and iden-

tified for future basketball development opportunities.

Players, who participate in NBA Global Scout on Ho-meCourt, will be eligible to be considered for NBA and WNBA youth and elite basketball development pro-grams, camps and events. The platform aims to eliminate the geographical bar-riers to international scouting and democratize global talent identification by providing access and oppor-tunities for top players around the world, no matter where they live. HomeCourt and NBA Global Scout also provide comprehensive training and player de-velopment tools that are accessible to anyone using the application on their iPhone or iPad.

Court to be an important training platform and we believe this tech-nology is critical to the development of players of all levels,” said Amy Brooks, President, Team Marketing & Business Operations and Chief Innova-tion Officer, NBA. “HomeCourt is not only an engaging channel for youth basketball players, but will also be a valuable tool for the NBA to identify talent globally.”

NBA GLOBAL SCOUT APPA step forward has been made with the NBA Global Scout, which uses the mobile technology of Home-Court. In February, at the 2020 NBA All-Star Tech Summit in Chicago, the NBA introduced this new app. The NBA Global Scout allows players to showcase their potential by taking part in NBA Combine, where they can display their measurements, as well as dif-ferent positional skill development exercises inspired by the NBA Draft Combine, the athletic, medical and technical tests performed on college players before

IT ALLOWS PLAYERS TO

SHOWCASE THEIR POTENTIAL

www.fastcompany.com/90464531/this-app-is-going-to-help-the-nba-find-the-next-giannis-antetokounmpo


https://www.fastcompany.com/90464531/this-app-is-going-to-help-the-nba-find-the-next-giannis-antetokounmpo

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N.4 MARCH OFFICIAL DIGITAL MAGAZINE APRIL 2020 DON