You Might also like
By Doug Brotherton — 3 years ago
When building your playbook for next season, some things to consider:
- Do your sets have anything that make them easy to scout?
- Do they all start from different formations?
- Is it difficult to flow from the base offense into the sets?
- Do they all use the same action? Do the sets lack versatility?
These are all challenges that coaches must consider, and do not realize until they face the best teams on their schedule. The “Elbow Series” below is an example of some sets that check all of the necessary boxes, which make them a solid addition to your playbook.
Do the sets all start from different formations?
The Elbow Series always starts from a box set. Guards at the elbows, with the bigs on the blocks. This makes it difficult to defend, as there is no immediate giveaways for the defense. Below is the basic Elbow Action;
Is it difficult to flow from the base offense, into the sets?
The Elbow series is very easy to flow into, from any base offensive formation. Below is an example, using a 3-out, 4-out, and 5-out system.
Do the sets all use the same actions?
The Elbow Series uses multiple actions. Some of these actions include back cuts, flare screens, screen-the-screener actions, Iverson cuts, screens for post-ups, and elevator screens.
Do the sets lack versatility?
The Elbow Series includes options to get a post touch, open 3-point shots, back door cuts, isolations, ball screens, and even a lob play.
The Elbow Series includes six set plays, with multiple options.
Let us know what you think about the Elbow Series. Contact us on twitter or in the comments below.
By Doug Brotherton — 1 year ago
We all want our players to be great teammates. We are constantly telling our players to put the team first, but are we intentional about teaching players how to do it? If you are teaching players how to be a great teammate, then it should be explained, players should learn how it sounds, as well as what it looks like to put the team first. Below are five steps to create great teammates in your program.
EXPLAIN WHAT IT MEANS TO BE A GOOD TEAMMATE
If this is important to your program, then it needs to be outlined within your core values. For example, two of our core values connect to being a great teammate. The first is RELATIONSHIPS. We talk about what it means to develop relationships and how it connects everyone within our program. The second is SERVANT LEADERSHIP. The purpose is to seek ways to serve others, which includes our teammates. By connecting being a great teammate to two of our core values, it empowers the fact that being a great teammate is more than an expectation. It is who we are and what we do.
TEACH PLAYERS WHAT IT SOUNDS LIKE TO BE A GREAT TEAMMATE
One of our favorite activities to do is the “Rock, Paper, Scissors Challenge.” In this activity, players do a best of three series of the game Rock, Paper, Scissors. The winner finds another teammate to play against. The loser becomes a “HYPE GUY” for the winner. You continue this until you have two players remaining in the Championship. At that point, they have a team of “HYPE GUYS” behind them. It creates a fun environment. At the conclusion of the Championship, we let our players know that we expect our bench to be full of “HYPE GUYS.” Now that we have taught our players what it sounds like to be a great teammate, it can be an expectation for the players.
Is your bench quiet/lacks enthusiasm? Stop complaing & TEACH THEM!
— Doug Brotherton (@CoachBrotherton) June 10, 2017
TEACH PLAYERS WHAT IT LOOKS LIKE TO BE A GREAT TEAMMATE
Similar to teaching players what it sounds like to be a great teammate, this lesson allows us to hold players accountable. The best tool for teaching players what it looks like to be a great teammate is film. We will use clips from other teams at the beginning of the season. As the season continues, we will use clips of our own team. It could be all four players sprinting to help up a teammate who has gotten on the floor. It might be our bench celebrating a positive play. It could be a teammate giving positive reinforcement to a frustrated teammate. Too many coaches want to point out the negative behavior on the bench. While this is a form of accountability, it is also highlighting the behavior that we do not want. It can be much more powerful to show positive examples, and then find a way to reward that behavior. Another way to teach players what it looks like to be a great teammate is to meet them on their level. In this case, we are talking about social media. A tweet or instagram post that promotes being a good teammate will reach some of your players better than a lecture. A social media post is a great way to utilize messaging that players want to absorb.
— Doug Brotherton (@CoachBrotherton) November 18, 2014
SHARPEN THE SWORD
Like a fundamental skill, being a great teammate requires repetition. If you want your players to be great teammates, you must continue to “sharpen the sword,” to avoid the message becoming dull. Like any fundamental skill that we teach, you should be constantly looking for positive examples to reinforce your expectations.
After you have taken the steps to teach and reinforce the expectations of being a great teammate, it is time to hold your players accountable. One common mistake is that coaches hold their bench players more accountable for this behavior. While all players must be held accountable, your best players must be held to the highest standard. This will resonate with your players and it highlights the importance of being a great teammate.
Go Follow Dynamic Coaching Tools on Social Media: @DynamicCoaches
By Doug Brotherton — 1 year ago
Go to social media and you will see a constant trend of “coach bashing.” Parents complain about coaches. Players complain about coaches. High school coaches claim that AAU coaches are ruining the game. AAU coaches claim that HS coaches are too political and hold their players back from maximizing their potential. So, do bad coaches exist?
Yes. Bad coaches are everywhere. There are bad high school coaches, bad AAU coaches, and bad collegiate coaches. “Bad” is a relative term, which depends on who is judging the performance of each coach. Before this starts to sound too negative, which we might have already passed that point, we need to explore what makes a “bad coach.” Below you will find the ABC’s of “bad coaching.”
A| About Me
This is the coach that thinks that the 45-point win is about his coaching ability and not the massive talent advantage on his roster. When a coach makes the success of the team about themselves, they lose sight of the number one objective for all coaches, which is to serve their student-athletes. The “about me” coach can not move past their ego, which prevents them from empowering their players, and ultimately stunts the development of the people within their program.
B| Blame Others
Some coaches are undefeated, if it weren’t for those darn officials. Bad coaches find countless reasons to avoid taking ownership for the challenging moments that come with the job. When the team suffers a loss, the players are referred to as “they.” You might hear something like, “they didn’t want it bad enough.” Good coaches are able to take ownership for the challenging moments, and maintain the focus on what “WE” need to do to work through challenging moments. Bad coaches that “blame others” survive by pointing a finger at the uncontrollable things, which take the attention on things that the coach could be doing better. Blaming others is like vomiting around your team. You feel better afterwards, but everyone around is disgusted, doesn’t want to be there anymore, or is also vomiting out the same blame that started with you.
This bad coach is always talking about what could be accomplished, if they had the same advantages as everyone else. Complaining is frustrating to everyone else, does you no good, and does not move your team forward. Instead of being jealous and complaining about what a successful program has, use that energy to study other successful programs. Unfortunately, complaining gives a bad coach the satisfaction of deflecting the negative attention. All coaching jobs are not created equal, but all coaches are also not created equal. Bad coaches complain, because it makes them feel better about themselves. Good coaches spend their energy attacking the challenges, so that their competition will eventually complain about the program that they have built. Bad coaches are about themselves, they blame others, and there is always something to complain about which establishes a negative and losing culture.
Thankfully, we can find incredible examples of coaches who are avoiding the ABC’s of bad coaching. These coaches take ownership and accountability for everything in their program. By taking ownership, the coach is empowered to find a way to embrace challenges, improve each day, and eventually build a championship culture. Coaching is a challenging job and the ABC’s of bad coaching will tempt all of us. Put your players first, take ownership for challenging moments, and maintain a positive outlook and your program is destined for a bright future.