Defending the Low Post

WORK EARLY & BEAT TO SPOTS!
- Sprint in transition. If you can beat your opponent down the floor, you've already put yourself in good position.
- Anticipate. Think one step ahead of the play.
- Chuck cutters. No free cuts through the paint. Meet at the midline in a stance with a forearm to the chest.

3/4 DENY - Ball above the FT line
- In the line. Deny elbow, shoulder, and hip should be in the passing lane line.
- No direct passes to the post. Must force a tough lob.
- Strong arm bar (See picture to the left). Too often players want to wrap around and grab the offensive player at his hips.
- Create separation. Contact benefits the offensive player. Do not allow the offense to get into the torso, ribs, hip, and thigh. Much harder to seal offensively.

FULL FRONT - Ball below the FT line
- Knock down elbows. Attack the offensive player's elbow with a quick, swift downward sweep with defender's elbow.
- Step through with the back foot. Get shoulder lower than the offensive player. Shoot hip through.
- Gain ground. Stay low in stance and keep feet driving. Very similar to a running back on a dive play.
- Dominate the lead foot. If the lead foot is high, step over the high foot and walk higher toward the FT line. If the lead foot is low, step over the low foot and walk toward the baseline.
- Hand up with elbows at 90 degree angle. Can make a play on the lob pass. Won't hold this way. Use the triceps as antennas to feel the offensive player trying to get around. Should not ever have to turn head until the offense gives up the strong side block going away from the play.

BALL REVERSAL
- Throw hips forward
- Roll off shoulders. Use the offensive player's momentum against him. More than likely, the offense is going to be pushing to gain position. If the defense rolls, the offense will continue past the block taking him out of position.
- Keep rolling. If the offense tries to seal on ball reversal and the defense does not get all the way around on the first roll, continue to roll off. It is very difficult to seal and catch a continuously moving player.

ON THE CATCH
- Give a 1/2 step. Again, contact benefits the offense. Must create separation. Quick hop straight back.
- Stance and arm bar. Do not give up ground. On the 1/2 step, the arm bar must maintain the offense's distance from the basket.
- Arch up. On the shot or after the offense picks up his dribble. Stay in stance. Gain back the 1/2 step. Lead and make contact with chest. Arms straight up behind ears.


I've had the pleasure of working for two fantastic post play teachers, Ray Giacoletti at Eastern Washington and now an assistant at Gonzaga and Tom Oswald at Texas Lutheran. This is a combination of both men's philosophies on how to defend the low post. I am hoping that in the near future I can post video of exactly how this looks. If you would like to know more, please feel free to contact me.

Planning Part II

I've had a few people contact me in regards to my "Have a Plan" posting last week. There has been some confusion as to what I was referring to. Just as we have game-plans for our teams, we must also have a life-plan. That life-plan must take into consideration all of the members of our programs. Some simple things to consider:

- Work with the women's team coach to come up with a master calendar of practice times.

- For college coaches, have a master recruiting calendar of games you or your staff would like to see. This is a simple task that can allow the rest of your staff to plan ahead. If you designate a recruiting coordinator, this should be one of his tasks.

- If you choose to proctor study hall sessions for your team, explore times and locations early so that your team and staff are able to plan around them.

- Share a team calendar with your staff, players, support staff, and other important people involved such as professors, academic advisors, tutors, library staff, janitors, etc. This will eliminate the need to improvise. If you employ the player notebook system, players can keep this calendar in their notebooks.

- Post your team calendar in places your team will see it. Outside your office and in the locker room are two very obvious places.

- Conduct individual player meetings to discuss time-management and organization weekly if possible. Include this in the players' calendar.

- Communicate changes in the schedule as early as possible. Have a plan of how to communicate changes and confirm that the message is received.

I think we can all agree that when plans are not made and "last-minute" rules the day, we become extremely frustrated. These are just a few ideas to get the wheels turning. The goal should be to eliminate as much of the "last-minute" through thorough preparation.

Defensive and Supportive Climates

This past weekend I had the opportunity to visit with my very good friend, Dr. John Masterson. Dr. Masterson is the former provost at Texas Lutheran University, co-author of Communicating In Small Groups; Principles and Practices, and one heck of a lead guitar player (check out http://www.theharleys.org/). We were discussing how coaches communicate with their teams and he mentioned a book entitled Defensive Communication by Jack R. Gibb. The following is a quote from Dr. masterson's book giving a list of behaviors that Gibb describes in his book as fostering defensive and supporting climates:

DEFENSIVE CLIMATE (Dr. Masterson says, "Don't do this...")

• Evaluation: Use of "you" language calls into question the worth of another person
• Control: Efforts to get others to do what you want them to do.
• Strategy: Planned communication - for example, saying something nice before criticizing someone.
• Neutrality: Emotional indifference - the unspoken attitude that "you'll get over it."
• Superiority: Attitude that you're better than the other person.
• Certainty: Taking dogmatic, rigid positions; "Don't bother m with facts, my mind is made up." Those who behave this way are usually more interested in winning an argument than solving a problem.

SUPPORTIVE CLIMATE (He says, "Do this.")

• Description: "I" language describes your own feelings and ideas.
• Problem Orientation: Communication aimed at solving problems: "Let's find a solution that works for both of us."
• Spontaneity: Here-and-now orientation; being honest rather than planning how to manipulate.
• Empathy: Emotional involvement; nonverbal behavior is important.
• Equality: Communication based on mutual respect; "I'm okay, you're okay."
• Provisionalism: Openness to receiving new information; showing some flexibility in the positions you take.

I think this is important to understand that our communication with our respective teams can and should utilize these techniques. Your players will take ownership in the program. Most coaches refer to their teams as family, then if we are true to our word, we must treat them in that same regard when communicating with them.

Dr. Donald Christian "People who drive me crazy"

I think we can all agree that in coaching, we find people whether they are players, fellow coaches, administrators, or parents that drive us nuts. We spend a considerable amount of time with the people in our respective programs that we get to know their idiosyncrasies so well they can push us to the point of insanity. I mentioned Dr. Donald Christian in my previous post. Don is the Dean of the College of Business at Concordia University Texas and is an instructor of the freshman orientation course at CTX, Life and Leadership. He wrote in his blog (I highly recommend it: http://www.thinkingaboutleadership.blogspot.com/) about this very subject:

Think about the people who drive you crazy...not the TYPE of people who drive you crazy, but the ACTUAL people who drive you crazy. Go ahead and name them out loud for a moment (or not, depending on where you are reading this...it could get you in trouble). But for a moment, consider a few thoughts on the people who drive you crazy:

• WHY do these people drive me crazy?


• Are they REALLY so different from me - or maybe too much alike?


• Does their BEHAVIOR push me out of my comfort zone?


• Is it a VALUE issue...or is it a PERSONALITY issue?


• What can I LEARN from these people?


• What are the PATTERNS among the different people who drive me crazy - both today and in the past?
  

As I consider the different people who drive me crazy, several things become apparent very quickly:

1. their strengths are very different from mine


2. they tend to not back away from conflict


3. they seem to spend more time at their desks than walking around and talking with people


4. they would rather talk about operational approaches rather than strategic approaches


5. they tend to see the glass as half-empty rather than half-full


6. they would rather blame others than take on the responsibility for change


7. they make more statements than they ask questions

The difficult part of making this list is that I have to come to the realization that each of the above behaviors can be a great advantage to an organization:

1. different strengths allow for different ways of looking at the same issue


2. ideas need to be challenged in a strong manner


3. data needs to be collected and shared, which takes time to put together


4. things need to get done - vision without action is only a dream


5. the realities of the organization need to be named and talked about


6. people who mess up need to take responsibility for their bad work


7. decisions need to be made after asking the right questions

OK, I get the point. I understand that it's good if there are people in the organization who drive me crazy. I may not understand how they think...I may not like how they act...I can disagree with their behaviors and attitudes...but I need to embrace them as important to the organization and try my hardest to work with them. Here's to those who drive me - and you - crazy!

Have A Plan

As a coach, we are given the ultimate in leadership responsibility. John Maxwell describes leadership as "influence. Nothing more. nothing less." I tend to agree more with Dr. Donald Christian, Dean of the College of Business at Concordia University Texas, when he describes that leadership "is about two words: people and influence. Of course, the other aspect of that is that one needs to influence people toward something, i.e. shared goals." The most important part of leading, or in our cases coaching, is people. We must not forget the people that play for us and work with us on a daily basis.

"Planning is bringing the future into the present so that you can do something about it now."
-Alan Lakein, Author

The personal touch is just the reason that planning becomes even more important. We must remember that our players at the collegiate, high school, and middle school levels have lives outside of athletics. They are in school to get an education first and foremost. That education is in the classroom and time spent hitting the books, studying, reviewing notes, etc..., but it is also in their social development; spending time with friends and family, developing relationships. We have a tremendous opportunity to teach these young people the value of time management in order to fit all of these things into a busy day. This opportunity carries with it the responsibility to be well organized and have a plan that our players are able to schedule around.

"You need a plan to build a house. To build a life, it is even more important to have a plan."
-Zig Ziglar

We must also take into consideration those that work with us and our own relationships. Without a clear plan or schedule, our families and the families of the staff will suffer. You may have a plan, but if it is not clearly communicated early, it will seem to those around you like you don't have a plan at all. This goes back to the definition of leadership by Dr. Christian above, it is about people. Coaching carries with it numerous responsibilities to lives other than your own. Early organization and communication of your plan is a critical component to serving the others in your program.

"Planning is a process of choosing among many options. If we do not choose to plan, then we choose to have others plan for us."
-Richard I. Winwood

I definitely understand that situations "pop up" and we must be able to be flexible. That is not the point of this. The point is to organize, plan, communicate, and execute a course of action within your control as early as possible. This breeds less contempt and frustration within the program. The members of the team are more likely to learn the value of time and be able to manage it. The byproduct of all of this is respect from those involved in your program from support staff to coaches to players and all of their families.

"At first, we couldn't be establishment, because we didn't have any money. We were guerrilla marketers, and we still are, a little bit. But, as we became number one in out industry, we've had to modify our culture and become a little bit more planned."
-Phil Knight, Nike founder

As you and your program become more successful, it is even more important to plan ahead. Flying by the seat of your pants will end up biting you in that same location. When you're on top, you've got to have a strategy to stay on top. A foundation is good, but what you build upon it must be structurally sound in order for it to stay standing. An absence of a plan can produce a sense of confusion, leading to discontent, which ultimately can tear down what you have built.

"Failing to prepare is preparing to fail."
-Benjamin Franklin

Terminology

Friends in basketball, I once again apologize for not posting last week. We were on the road, my laptop battery was dead, and I left my charger at home. Doesn't mean I couldn't post another day of the week, but I like to reserve Wednesdays for right now as a posting day. The day before the first game of the week is a great time to reflect on what I feel is important in my own philosophy and to share with you.

That stated, I don't remember where I was reading about the use of terminology in the past week, but this past weekend it really hit home. One of our young, less experienced assistant coaches had the responsibility of scouting and doing walk-through on one of our opponents. During the course of the walk-through, he used terminology that was inconsistent with terminology used in our program as well as just flat out incorrect terminology. I could sense that this young coach was losing the team; slowly but surely. The team was trying hard to listen, but I could see that this coach was losing credibility with every misspoken word. Without any fanfare or drama, I quickly alerted this young coach to his mistake.

So my best suggestion is to meet as a staff, especially early in the season, and determine what terminology the staff will be using. Come up with a glossary of terms that will be frequently used in teaching your own team. Case in point: some coaches prefer the term "pick-the-picker"while others prefer "screen-the-screener". Both have the same meaning, but can lead to confusion when one member of the staff uses the former and another member of the staff uses the latter.

It is also important to define other terminology. One of the big mistakes this young coach made last week with our team was that he was calling a stagger screen on the baseline, a "double ball screen." The players KNEW it wasn't even a ball screen, but the coach continued to use the term. Because of this coach's inexperience, he was nervous and just picked a random term. When I notified him, he was embarrassed, but realized his mistake and remembered our terminology.

Some things to think about when putting your glossary together:

Keep it consistent. Once you choose your terminology, stick with it. Don't deviate. You don't want to confuse your players.

Keep it simple. Don't over complicate it. Stick to simple words; the fewer syllables, the better.

Define areas of the court. As with the "screen" or "pick" situation above, determine what you and your staff will call parts of the floor. Is it the "key", the "lane", or the "paint"? Is it the "hash mark" or the "28-foot line"?

Share your glossary with your players. Make sure that they know what it is you are trying to communicate.

These are only a few ideas. I challenge you to think about the terminology you wish to use with your players and staff.

Defending the Ball Screen

How do you guard ball screens? Do you have a set way to guard all ball screens regardless of personnel and location? Do you change how you play ball screens dependent upon where the screen is set? Do you scout opponents and play ball screens differently for different players?

Whatever your defensive philosophy, here are some thoughts to playing ball screens.

1. Hedge high and go under - Usually utilized for great penetrators that don't shoot the ball extremely well. Pluses - Keeps the ball out of the key. Minuses - Can give up open look jumpers.

2. Hedge high and go over the top - This is probably the scariest way to play a ball screen. It almost forces the rest of your defense to switch. Pluses - I honestly can't think of any. Minuses - Puts tremendous amount of pressure on your helpside defenders, gives up slip to the basket, easier to split the defenders.

3. Drop off the screener and go over the top - Usually for a great shooter coming off. Pluses - Shouldn't give up open jumper, help is built in if the on ball defender gets caught on the screen. Minuses - Easy reversal pass, gives up jumper to the screener on a pop.

4. Drop off the screener and go under - Usually for a total penetrator. Pluses - Can beat penetrators to the spot, help built in with the screeners defender. Minuses - If the screeners defender doesn't drop far enough it could become a double ball screen, gives up open look for the screener on a pop.

5. Jam the screener and go under - Usually used for good penetrators and teams that like to slip or pop screeners. Pluses - Forces screen to be set higher up the floor than they want, prevents slips, easy to recover to pop. Minuses - Potential for a double ball screen, very little help.

6. Trap - Usually used for excellent all around players. Pluses - Very aggressive and maintains pressure, forces quick decisions for the ball handler. Minuses - Risky if the defenders are split, MUST have great rotations by the other 3 players.

7. Jump high on the ball handler and low on the screener - Usually used on the outer third of the floor for penetration middle. This is where the ball defender jumps all the way on the high leg forcing the dribbler baseline and the screeners defender drop below the ball handler. Pluses - Plays to most man-to-man principles of forcing baseline/sideline, unorthodox and can cause confusion. Minuses - Gives up pop to the screener, can create mismatches is big on little screen.

Mental Discipline by Coach Meyer

As the season hits the "home stretch", mental discipline becomes the separator of the good teams and the great teams. I am very proud of my post players in regards to this as they have really taken to the idea that it takes something special between the ears to accomplish great things. We have discussed this frequently and they have truly responded in a major way. Many of the 12 points Coach Meyer mentions in the following, our posts have bought in to.

It's How You Play the Game: Mental Discipline
1. Communicate with teammates vs. talk with opponent (or officials, opposing school crowd, opposing coaches, etc... They all have the same mental effect.)

2. Taking a charge vs. backing away from a charge.

3. Calling out and communicating assignments on the freethrow lane vs. violations at the freethrow line.

4. Take charge or block shot to a teammate vs. wild leaping or goal tending.

5. Smart foul vs. dumb foul

6. Intense position pressure defense vs. wild lunging defense.

7. Poised offense vs. anxious offense.

8. Use the glass or grab the ball vs. don't use the glass or tip.

9. Inside game vs. outside game perimeter lapse.

10. Make lay-ups vs. miss lay-up and they score.

11. Positive one; look for ways to win vs. negative one.

12. Great effort each possession vs. great play syndrome.

Don't let weak people bring out the weakness in you.
Intensity and technique lead to hustle plays.
Play against the game.

Team attitude: Philippians 2:1-5

Success Lessons from Papa John

There is something about this guy that amazes me. He seems so down to earth, and yet he seems dead set on world domination at the same time. I would love to have someone say the exact same thing about me. Here's some advice John Schnatter recently doled out to Brenna Fisher in a recent article:

The Do's and Dont's:

DO:
- Love what you do. Schnatter says, "If you have a passion and you're proud of it, you'll do a good job." I think we're all passionate about the game. That shouldn't be an issue for most coaches.

- Be the best in your class and offer the best product. "We want to be the best pizza delivery company in the world and we think we can be," he says. We as coaches are pretty limited in the area of physical product. Our product is ourselves and our teams; our character and teaching.

- Teach people leadership. "It is very fulfilling to watch people grow," Schnatter says. I think this is why I like this guy so much. He invests in his people. We as coaches need to take this same approach. Sure we want to win, but think past wins and losses. Invest in your players and they will in turn invest in the program. A great resource for this Is Jeff Janssen!

DON'T:
- Give up hope too early. I recently read on twitter, Kevin Eastman touched on this. He said, "Coach your team every day -- even if losing games -- don't let the result keep you from your job!! Hard to do some days -- but necessary!!" (I consider myself EXTREMELY lucky to have spent 5 years working for Coach Eastman; such a great basketball mind)

- Be afraid to confront the facts (especially the ugly ones) and tackle challenges. The efficiency rating I posted earlier is a great objective tool to assess the facts. Another great nugget from Coach Eastman on this, "Continue to evaluate what you are doing for your team every day; are you getting the most out of your ability? Are you doing your job completely?"

- Be arrogant. Schnatter states, "When companies start to fall apart, it's because they think they're smarter, they're not open and they don't watch trends." There is a lot to be said about character. Being arrogant will eventually catch up to you.

Goal Achievement - Making Your Case

This is something that I share with my post players. It can be translated from on the court to the classroom and obviously to the business world. I remind our guys frequently that if it really is important to them, they'll find a way. I like the way this is explained in that they have to answer the question of why it is important to them. The answer has got to be more specific than just "because".

From Success magazine's February 2010 issue:

Is Your "WHY" BIG ENOUGH?
Make your case to achieve your goal.

If someone you love calls you with an emergency, you rush to help, right? It's because your "why," or reason your reason for doing it, is clear and important. You don't have to give it much thought. Your actions are almost automatic.

When your reasons for doing something are big enough, you will have the motivation to make sure it happens. If you want to run your first marathon, publish a book, break your sales goal, spend more time with your family or take your business to the next level, you first have to answer the question: Why? Your answer builds your case for staying disciplined.

1. Write out your why. Ask yourself, "Why do I want X?" and write down your answer.

2. Be specific and clear. Example: "I want to be able to bench-press 200 pounds, because then I will be in better shape." Or, "I want to work harder on my business to land that big account." Include how your life will improve if you hit your goal.

3. When you find yourself slipping on your goal, remember or reread your why. Or use it as your personal mantra.

Once you make your case strong enough, you will win your personal trials.