Blitz Basketball 1
Blitz Basketball 1
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Brian McCormick
BLITZ
BASKETBALL
A Strategic Method for Youth Basketball
Skill Development
Second Edition
By Brian McCormick
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Blitz Basketball
All rights reserved. No part of this book may be reproduced in any manner without the
express written consent of the publisher. All inquiries should be addressed to:
Brian McCormick
[email protected]
• 180 Shooter: 5 Steps to Shooting 90% from the Free Throw Line, 50% from the
Floor and 40% from the 3-Point Line
• Brian McCormick’s Hard2Guard Player Development Newsletters, Volume 1
• Championship Basketball Plays
• Cross Over: The New Model of Youth Basketball Development
• Hard2Guard: Skill Development for Perimeter Players
Available at www.lulu.com/brianmccormick
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Brian McCormick
Table of Contents
Foreword 7
Chapter I: Introduction to the System 9
Chapter II: Youth Development 13
Chapter III: Technical Instruction 15
Chapter IV: Offensive Spacing 21
Chapter V: Initiating the Offense 27
Chapter VI: Tactical Instruction 31
Chapter VII: Offensive Progressions 37
Chapter VIII: Quick Hitters 45
Chapter IX: The Defensive System 49
Chapter X: Fundamental Defense 55
Chapter XI: Empowerment Style of Coaching 59
Chapter XII: Practice Plans 63
Appendix 65
References 66
Author 67
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Brian McCormick
Foreword
The Beginning
In 2001, I coached the Hoop Masters u-9 AAU team in West Los Angeles with Ahmad Clayton
and Jerome Green. Green directs Hoop Masters and guided and advised Ahmad and myself, persuading us
to incorporate more scrimmaging and fewer drills. Through the fun, competitive drills and small-sided
games, the players improved their skills and basketball ability; we had aggressive players who could handle
the ball, pass and defend. We embraced unstructured play, added some basic instruction and watched the
players flourish.
I started the First Edition shortly after the 2001 AAU National Championships and used the
principles and ideas from our practices and progressions. I based the original concepts on Ralph Miller’s A
System of Game Execution, Rick Pitino’s Kentucky presses and Duke University’s court spacing. Later, I
incorporated Lute Olson’s dribble penetration philosophy.
We emulated Duke’s offense, putting a post under the basket with shooters in the corner. Our
“center” set a high on-ball screen and popped. The PG attacked the rim or hit one of the wings for a shot.
The offense was simple and relied on the PG’s ability to use the screen, shoot, finish or pass.
This constituted our basic strategy. As a system for youth development, Blitz concentrates on the
skills most easily mastered by young players and uses a competitive learning environment to nurture and
harness players’ natural abilities and instincts. During practice, we emphasized skill development to play
this style. In particular, we focused on four skills:
1. Ball Handling
2. Lay-ups
3. On-ball Defense
4. Competitiveness/Playing hard
Hoop Masters is an AAU program which offers teams for every age group. They hope a player
joins the program at eight or nine-years-old and develops through the program. In this environment, each
age group can emphasize certain skills. Ball handling is the easiest skill for a young player to master. If
players develop a good handle as nine-year-olds, the u-10 coach can focus on shooting mechanics without
having to teach ball handling and lay-ups. While most teams teach everything in every season, we limited
our focus and attempted to master these skills.
The goal is to build a foundation through ball handling, man to man defense and a competitive
spirit; to nurture a Hard2Guard mindset, where each player believes, one-on-one, he has the advantage and
to prepare players for success as they move to the next level.
The Evolution
When I moved to a junior college, we used the high on-ball screen. We lacked a true point guard,
but had a quick, strong guard who could penetrate, shoot and finish. The set simplified her decision-
making: when she attacked with her right hand, and the help came from her right, she passed to the corner;
when the help came from her left, she passed to the low post. The set gave her space to use her skills.
While we started with a player high to screen for the point guard, she almost always went away
from the screen. She was more comfortable beating the defender than using the screen and involving a
second defender. She turned the initiation of the offense from a high on-ball screen to a four-out set.
Then, one pass led to a shot. If the point guard passed to the wing, she started to get back on
defense. If the wing did not shoot, the high post flashed to the ball and shot or drove to the basket.
When I assisted with other teams, I played with some “Princeton Offense” concepts like the
dribble hand-off and the dribble-at for backdoor cuts. I liked the ability to get backdoor cuts for easy
baskets, especially against pressure. However, this meant keeping the strong side post empty.
When I coached in Sweden, we ran three basic sets: Duke, Arizona and Pro which were actually
six plays. Duke was the spread court with the high on-ball screen and the pop from the post. We had two
other options out of Duke: the first was a double high on-ball screen and the second was a high on-ball
screen into a dribble hand-off. Arizona was a simple 3-2 set where the point passed to the wing and
sprinted to a corner. The wing simply made a move against her defender and used one or two dribbles to
get into the paint for a jump shot or a pass into the post. We also ran a second option off Arizona where the
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point passed to the wing and used a flare screen from the opposite wing. In Pro, the point dribbled to the
wing, the wing cleared and we entered to the post on the block (see the Appendix for these plays).
I want to pressure the defense, make them guard the entire court and give them the opportunity to
commit fouls. I hate watching players dribble too much, but I love an effective use of the bounce.
Blitz Basketball covers the progressions to build the basic system, the drills to develop players’
skills and the strategy I use at higher levels. The basic system is an attacking, pressing defense combined
with a quick hitting, attacking offense. The actual execution depends on the personnel, even though the
basics remain the same. Teams with great post play can use the system, with more patience, to create deep
post position and better post entry passing lanes. Teams with penetrating wings can mix the entries to
create favorable match-ups.
Strategically, the basic principle behind the Blitz system is my Hard2Guard philosophy:
1. Players are most open when they first receive the pass.
2. One defender cannot stop an offensive player.
3. If you draw the second player, find the open man.
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1. Active Practices
2. Offense and defense in every drill
3. Lots of play
4. Learning atmosphere
5. Fun environment
Blitz Basketball creates a fun, competitive learning environment. It concentrates on three things
young players can do successfully: handle the ball, defend your man and play hard. Through these
principles, players develop confidence. Players progress with exceptional ball handling ability, an attacking
mindset, and an affinity for competition; they play and train hard, and possess the skills and habits which
lead to continued success.
After examining the basic learning stages – Romance, Precision and Generalization – I felt that
many well-meaning coaches approach youth sports backward. Before one can teach a player fundamentals
and skills, the player must enjoy playing the game. Learning the fundamentals and skills – doing the work –
must have a purpose, and if the player does not love playing, the work has little purpose.
Rather than start with drills, strategy and lots of instruction, I advocate the Games for
Understanding approach, which is to initiate learning through game play. “One of the keys to Play Practice
is to get beginners playing a game, although not necessarily the real game, as quickly as possible and to
continue playing as much as possible throughout every session,” (Launder).
In the first practices with nine-year-olds, I used too many drills. The director told me after nearly
every practice that we had to play more. I devised competitive drills to teach the concepts I wanted to teach.
In this way, the players learned through playing, while the coaches accomplished our learning goals.
Rather than teach skills independently, we introduced skills together, scrimmaged and taught
through the scrimmages. We stayed away from abstract concepts – for a nine-year-old – and focused on
situations as they occurred. Rather than teach a press 5v0 and walk through the rotations, and then teach a
press break 5v0, walking through the rotations, we played small-sided games which emphasized trapping
and recovering and proper spacing and then unleashed the players in a 5v5 game.
“Skill in interactive games [is] the combination of games sense with the technical ability sufficient
to achieve a specific desired outcome,” (Launder). In basketball, mastering technique requires effort and
concentration; nobody picks up a basketball and shoots 95% from the free throw line. However, one can
play with a minimum of technical ability and use the game to develop skills. Rather than break practice into
segments to teach each part individually, once we introduced the basic skills – ball handling, lay-ups and
defensive footwork – we trained them in small-sided games or scrimmages and taught through games.
While not the best method for perfecting technical skills, we wanted to develop some skills, but most
importantly, a passion for playing and competing.
Hard2Guard Mentality
A Hard2Guard player combines athletic, technical and tactical skills with an aggressive, attacking
mindset. His game differs from his peers because he possesses the requisite skills to be an offensive force,
understands different ways to attack defenses and believes in his ability to make a play. Rather than worry
about mistakes, Hard2Guard players concentrate on making plays.
A Hard2Guard player understands that the offense says, “Go!” Basketball is a game of short
bursts. In a race covering five feet, the person who starts the race will win every time. He anticipates the
start, while his opponent reacts to his voice. The longer the race, the more the start evens out. However, a
short distance enhances the first step’s importance.
Defenders attempt to wrest control from offensive players through pressure; however, a patient
offense with an aggressive mindset exploits the defense’s aggression and retains control. The pressure
defense works if the offense attempts to meet and resist the pressure by moving faster than it wants. When
the defense forces the action, another option opens. For instance, a defense overplaying a point to wing
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pass opens a passing lane for a backdoor pass. A patient offense exploits the open lane rather than forcing
the pass. Hard2Guard players understand the power of three basic concepts:
When players play 1v1, most favor the offense, as the defender must cover lots of ground. The
offense has two options: shoot or attack. If he is smart and skilled, he takes what the defense gives him. If
the defense pressures him, he attacks the basket; if the defender protects against the drive, he shoots.
In a 5v5 game, most favor the defense. The dynamics change: the added players limit the space
available and coaches teach players to run plays. When players think, they react more slowly. Players have
less room to maneuver. The team game adds complexity which hinders the offense’s success and hampers
offensive players’ confidence.
The Hard2Guard mentality simplifies the game and teaches the tools to succeed in a team
environment. When a player receives a pass, his read is simple: shoot or attack. Hard2Guard players are not
selfish, though they exude confidence, attack defenders and play with an attitude. Great players need only
two or three dribbles to score or engage a help defender.
Players have limited time and space to get open and create a scoring opportunity. They need the
mental quickness to see the slightest opening and take advantage. The better the player, the smaller the
advantage: Larry Bird was the “master of the half inch.” He needed half an inch to beat the defender with
penetration, a pass or a shot.
More than anything, Hard2Guard is an attitude. The skills and fundamentals are not enough. A
Hard2Guard player is fearless; his confidence to make a move or take the shot is his most important
attribute. Players like Steve Nash and Kobe Bryant separate themselves because of their mental approach,
their fearlessness, and their confidence. A strong understanding of how to defeat defenses and strong
mental preparation leads to a successful Hard 2 Guard player.
Competitiveness
We accept competition as a battle to best an opponent; however, its Latin roots mean to bring forth
your best. In the Latin version, competition is not external, but internal.
When we imagine competitiveness, we picture the will to win. However, everyone wants to win.
How does that desire separate one from another? Nobody puts on a uniform intending to lose.
Instead, with a nod to its Latin roots, competitiveness means to embrace a challenge. Where most
see obstacles, a competitor sees opportunity. A competitor has a positive outlook. Rather than shirking
from a challenge, he embraces it. Many hope a great opponent has an off-day. A competitor wants to beat a
great team playing its best.
In Dr. Denis Waitley’s The Psychology of Winning, he writes about Earl Nightingale’s experience
at the Great Barrier Reef. Nightingale notices that on the side of the reef protected from the sea, the coral is
pale and lifeless, while the side that is exposed to the tide and the waves is filled with life and bright colors.
He asks his guide for an explanation and the guide answers:
“The coral on the lagoon side dies rapidly with no challenge for growth or survival, while the coral
facing the surge and power of the open sea, thrives and multiplies because it is challenged and
tested every day. And so it is with every living organism.”
Competitors thrive because they embrace challenges while others wilt because they seek the safer
harbors. Competitors want the ball at game’s end, while others happily allow someone else to shoot.
Competitors do not fear the missed shot or the loss. Testing their physical and mental skills motivates them
and elevates their performance.
Play Hard
The greatest skill is playing hard. Successful players and teams play hard all the time. Playing
hard distinguishes the great teams. At any level, the best teams are relentless with their effort: imagine
Duke University in men’s basketball or University of Connecticut in women’s basketball. These teams
never take off plays.
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Many coaches motivate through fear. If players do not practice hard enough, they run sprints. Fear
motivates you not to do something; it does not motivate you to do something. When players play hard out
of fear, their goal is to avoid punishment, not to perform optimally.
Playing hard is a habit that the best players and teams develop. Their love or passion inspires their
effort. When you love what you do, hard work is not hard.
Three key elements of developing a successful player or team are to develop:
1. Internal motivation
2. The desire to play
3. The habit of playing hard
Rather than develop this effort through negative consequences, Blitz created a fun learning
environment which inspired hard work. We used games to teach, which kept practices fun. When we used
drills, we created fun games. To work on ball handling, Ahmad played “Follow the Leader” and used And1
tricks to challenge the players.
Ball Handling
The most important skill to develop in young players is comfort and confidence with the ball. Ball
handling is the easiest skill for young players to master. Young players often do not understand tactical
concepts because they have yet to master spatial relationships, and a lack of upper body strength affects
technical skills like shooting and passing.
Ball handling involves more than bouncing the ball. Ball handling incorporates the relationship to
a defensive player, making the appropriate play, protecting the ball, attacking and more. Beyond the
dribbling skill, develop the correct posture: a crouched, athletic stance. When attacking a defensive player,
the body position complements the handle, as the correct body position enhances acceleration, helps protect
the ball and enables the player to move through contact without being driven off his drive line.
1. 1v1 in open space, the offensive player always has the advantage.
2. Teams who make lots of free throws win lots of games.
3. When a defense is forced to scramble, more fouls are committed and more offensive rebounds
relinquished.
4. Offensive rebounds lead to fouls, points and free throws.
5. A turnover is a wasted possession.
6. Catching the ball squared to the basket greatly improves a shooter’s percentage.
7. Dribble penetration is toughest to defend.
8. Most teams rely heavily on starters and see a big drop-off after their fourth or fifth man.
9. Offensive players are ill-equipped to handle pressure for a full game.
10. Forcing players to make decisions at a faster pace leads to mistakes.
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The spread offense, like Blitz, utilizes a team’s strengths, while hiding its weaknesses. I used Blitz
with undersized teams to turn the lack of height into an advantage. Forcing post players to defend on the
perimeter turns a disadvantage into an advantage, as many posts are uncomfortable defending away from
the basket. Rather than rely on post play to provide paint touches, players penetrate into the paint to score
or pass to open shooters. The dribble penetration breaks down a defense much like a post-up that forces a
double team, and it creates the same openings for fouls, perimeter shots and offensive rebounds.
In Basketball on Paper, Dean Oliver finds patterns through statistics. After analyzing historically
good offensive and defensive teams, he concluded that successful teams control four factors:
Or, as Oliver writes: “There really is nothing else in the game. These four responsibilities on the
offensive side and these four responsibilities on the defensive side are it…If you aren’t shooting from the
field you better do a few of the other three things. If you don’t have the size to get defensive rebounds, you
better force turnovers. If you can’t take care of the ball very well, you better get shots up before you turn it
over, then go after the boards.”
Blitz Basketball addresses the Four Factors. It creates good shots (shooting percentage); simplifies
decision-making (turnovers); forces the opponent to scramble defensively (offensive rebounds); forces
hurried shots (shooting percentage/defensive rebounds); forces teams to make rushed decisions (turnovers);
and encourages attacking the basket (free throws, shooting percentage, offensive rebounds). It eliminates
perceived disadvantages, like size, lack of a star and post play, while creating advantages such as
conditioning, speed of play, shooting and more.
As a means for developing players’ skills, Blitz Basketball builds technical and tactical skills at
game speed. The basic philosophy centers on skills any coach wants players to possess: competitiveness,
quickness, decision-making, conditioning, ball handling, shooting and on-ball defense. By concentrating on
these seven skills and attributes, coaches develop players and implement a system which gives their team a
competitive advantage.
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Offensive Rules
• Offense says, “Go!” 1v1, the offense has the advantage.
• The greatest opening is when a player first receives the pass.
• A good shot is an open shot in one’s range.
• Be unselfish – find the open man.
• Attack to score; get the ball in the paint with the dribble or a pass.
Defensive Rules
• Pressure the ball handler.
• Trap on the sidelines.
• Pick-up immediately on a change of possession.
• Hand in the passing lane when one pass away.
• Help in the middle; zone the weak side of the court.
Practices were not complex. We spent little time explaining drills and, if we had access to a full
court, we played full court. Transition dominates youth games, so we practiced full court play. Most youth
teams press, so our defense picked up immediately. Besides preparing for game situations, the constant
pressure trained good ball handling and passing habits, defensive footwork and conditioning. We used a
handful of drills which trained technical, tactical and athletic skills simultaneously.
The four most common drills were 1v1 Full Court, 1v2/2v1, 2v2 Rugby Rules and 3v3 Hockey
Rules. Practice always started with one of these drills.
Drill: 1v2/2v1
Emphasis: Ball handling in small spaces; sudden change from offense to defense; defensive
communication; trapping the back pocket; finishing a 2v1 break.
Execution: One player starts on offense and two players form a team on defense. The coach passes to the
offensive player. The offensive player must get open, receive the pass and attack the pressure. His objective
is to score. The defense communicates, denies the inbounds pass and traps the offensive player. The
defensive objective is a steal. On any change of possession, offense immediately becomes the defense and
defense attacks the basket. Each group plays for 2-3 possessions to create a conditioning drill. After the
first group has had its possessions, a new group goes; the next time the first group takes the floor, a
defender moves to offense. Each group goes three times so each player plays offense.
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These drills form Blitz Basketball’s core. Each trains athletic, technical and tactical elements for
the length of the court at full speed providing conditioning and skill development. The small-sided games
give players more space to develop their skills; young athletes need space to train skills while advanced
players require training in smaller spaces to enhance and perfect skills. The drills enforce the rules and flow
of a 5v5 game but give players space and time on the ball to train individual skills.
Scrimmage
Beyond these drills, we scrimmaged. To teach our man-
to-man trap, we started small and added players. While we
scrimmaged for over an hour each practice, less than half of the
scrimmage time involved 5v5. When working on the press, I
start 3v4. The top three defenders match-up man-to-man, but the
defense has a safety at half court to prohibit the long, over the
top pass. This gives the defenders confidence to trap and
pressure the ball. The advantage forces the offense to make
stronger passes and sharper cuts.
When the offense scores or the defense gets the steal,
the new offense has a 4v3 advantage. The offense attacks to
create a 2v1 advantage. The defense practices transition defense,
scrambling to match-up and contest all shots, even with a man
disadvantage. This gives the offense confidence to penetrate and
find an open man, while the defense practices scrambling,
helping and rotating.
After 3v4, we play 4v4. Then we move to 4v5 which is
similar to 3v4, and finally a full 5v5 scrimmage.
That was more or less everything we used to build the
initial youth system. The system evolved as I worked with
college and pro teams, and the need for greater diversity and
structure created the following offensive and defensive
breakdowns which build on the youth foundation.
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The Blitz offensive system is based around four major technical skills:
1. Open Court Ball Handling Moves
2. Passing off the Dribble
3. Finishing
4. Spot-up Shooting
The Blitz Basketball Method requires and builds three important attributes:
1. Confidence
2. Aggressiveness
3. Fundamental Skills
1. My #1 rule of good ball handling: dribble North-South. Whenever a defender turns the dribbler so
his shoulders face the sideline, the defender wins. Create space and square to the basket to attack
with the dribble, shoot or pass. Never dribble the ball side to side.
2. There are only two reasons to dribble the ball: (a) to establish balance and (b) to go somewhere.
No frivolous dribbling. Go somewhere with the dribble or pass the ball to a more open teammate.
Developing the skill and mindset to break down defenders off the dribble requires training to build
general control and quickness with the ball and specific training on open court moves. The ratio between
general and specific depends on the players’ age and level. Younger players need more general work, while
advanced players need general maintenance with more specific training on a variety of moves.
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• High-Low: Dribble one ball waist high and the other ankle high. After four dribbles, switch: the
high ball becomes the low ball and the low ball becomes the high ball. Keep hand on top of the
ball. “Kill” the ball to go from high to low and pound the ball to go from low to high.
• Constant Crossover: Dribble the balls at the same time, one in front of the other, so each dribble is
a crossover dribble; that is, the ball passes from hand to hand on each dribble.
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Finishing
The specific training incorporates finishing. Once players learn
the basic change of pace and direction moves, attack the basket and
finish. Players must develop different ways to finish, including:
• Lay-up: Jump off the inside foot and finish with the outside
hand high off the glass. Shoot with their hand behind the ball.
• Power Lay-up: Jump stop, square shoulders to the backboard
and finish with the outside hand. Keep two hands on the ball
until the release and use the inside arm to protect the ball.
• Inside Hand Lay-up: Jump off the outside foot and finish with
the inside hand, usually with hand underneath the ball.
• Crossover Lay-up: Use the outside hand after crossing over the front of the rim: when starting on
the right side and attacking over top of the rim to the left, finish with the left hand with shoulders
squared to the basket and a hook-like motion on the release.
• Reverse Lay-up: Use the inside hand after crossing under the basket: when starting on the right
side and attacking under the basket to the left, finish with the right hand with shoulders opened
toward the middle of the court.
• Up-and-Under: Use a jump stop and shot fake to get the defender airborne. Use the inside foot as
the pivot foot and step across with the other foot, turning your back toward the defender.
• Floater: When shooting the floater, the primary defender is a help defender in front of the
attacking player. The concern is getting the shot off and over a defender. Shoot the floater off two-
feet; use a quick 1-2-step and float the ball over the defender before he reacts and blocks the shot.
The quickness, not the height determines its success. Once you master the floater off two feet, you
can shoot off one foot; however control your forward momentum.
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• Spin Lay-up: Use only against body contact as the move requires you to turn your back to the
defense: feel the defender with your body. Use the body contact to seal the defender. When
dribbling with your right hand, plant your left (inside) foot into the defensive player. Lower your
body posture. With the left foot planted, execute a reverse pivot turning your back to the defense.
Keep the ball in your right hand as you pivot. Pull the ball through and protect it by your right hip
in a ball-you-defense position. As the right foot steps down, toe pointed toward the basket, pick up
the ball with two hands. Step with the left foot and finish with the left hand.
To train these finishes, mix and match ball handling moves with finishes in an open court moves lay-up
drill: start at half-court and attack the basket, making a move at the three-point line and then finishing.
• Crossover step (right foot pivot) outside hand lay-up: Step to the basket with
left foot. Finish with a right-hand lay-up jumping off the left foot.
• Crossover step (right foot pivot) reverse lay-up: Step to the basket with the
left foot. Finish with a right-hand reverse lay-up jumping off the left foot and
finishing on the left side. Finish with body turning toward the center of the
court and palm toward the target (backboard).
• Direct drive (left foot pivot) inside hand lay-up: Step directly to the basket
with right foot. Push off with the left foot. Dribble with the right (outside) hand and finish with the
left; jump off the right foot. Vocalize steps, saying “Right, left, right, lay-up,” if players struggle.
• Crossover step (left foot pivot) left hand lay-up on of the left side of the rim: Step with the right
foot across the body to beat the defender to the middle. Dribble the ball with the left (outside)
hand. Finish with a left-handed crossover lay-up.
Spot-up Shooting
We split into two groups (we would have as many as 15 players at a practice) and one group did ball
handling drills, while the other did shooting drills. The shooting practice was to build good habits close to
the basket, not to prepare for game shots. This was general practice to build a foundation, not training to
win games. This was the only non-competitive part of practice, as learning the proper form and feel of the
shot took precedence over building the competitive spirit and game preparation.
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Figure 3 Figure 4
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Figure 9 Figure 7
Figure 10 Figure 8
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Transition Spacing
Unlike other offenses, Blitz utilizes the corners to
force the defense to defend the court’s length and width. In
transition, when the wings do not receive an early pass, they
fade to the corner or cut to the basket and fill the opposite
corner. Spread the defense as much as possible to create better
lanes. Filling the corners creates a longer slide for a help
defender and makes it more difficult for the defense to match
up in transition.
When running the floor, there are five basic lanes: the wings (3); the guard/trailer lanes (2) and the
center lane (1) (Figure 13). While filling the lanes, vary the depth as well as the width. Rather than run with
five players side-by-side, good transition teams attack in two waves: an initial attack and the trailers.
Every situation differs. However, the ideal initial wave is a post player running down the center
with the two wings filling the outside lanes; the point guard passes to one of the wings or the post (Figure
14). If P2, P3 or P5 does not have a lay-up, P1 and P4 trail and look to create an open shot (Figure 15).
If the wings leak out early, they fill the guard/trailer lanes and attack 2v1. Attacking in these lanes
is quicker than running wide and
creates enough space so one defender
cannot defend two offensive players.
Attack outside the lane-line; the non-
ball handler sprints a step behind the
dribble, outside the other lane-line to
provide a good passing angle (Figure
16). The PG and posts fill the #1 and
#3 lanes (Figure 17). If the first two
players do not create a lay-up, they
pass to one of the trailers and fill the
corners or rotate back as the trailer so
a post can fill the center lane and cut
to the rim. This gives the offense two
waves: one with three players filling
lanes #1 and #3 and one with two
players filling the #2 lanes.
The first goal is to get the
Figure 13 ball quickly to the rim; if the defense
Figure 14 takes that away, spread the court and
allow the trailer to run to the post for
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a quick post-up or to draw the defense, leaving an open shooter. Transition, when the offense has more
players than the defense and the defense scrambles, is a great time to shoot an open three-pointer because
the chances for an offensive rebound are higher than normal.
I use several shooting drills to teach the spacing and movement. Drills serve two purposes: (1) Teach a
tactical concept; and (2) Train a technical skill. In the String Shooting Drill, players train shooting, ball
handling, passing off the dribble, jump stops and pivots while reinforcing the string spacing concepts.
Rather than run through the offense 5v0 and then do shooting drills, the 2v0 drills teach the offensive
spacing while training skills. When I add defenders to play the drill 2v2, offensive players use the same
concepts, but read their defender to make the correct play and train the same skills, while defenders work
on their individual and help-and-recover defense. The 2v2 drills add competitiveness, a basic tenet of the
system, and create a bridge between drilling concepts and incorporating them into 5v5 action.
Drill Progressions
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Duke Entry
The Duke entry is the original entry. Rather than trail,
P4 sprints to the top of the key, sets a high on-ball screen for
P1 and pops open. P1 uses the screen to turn the corner toward
the rim (Figure 1); if the defense hedges hard or traps the on-
ball screen, P1 looks to P4 (Figure 2). If the defense switches,
P1 uses his quickness and ball handling advantage against a
post player to attack the basket.
Figure 3
Go Entry
More and more, my point guards refused the high on-
ball screen and penetrated with a direct drive, so the “Go” entry
became the default entry (Figure 3). As a coach, I prefer the
“Duke” entry because it involves more players and gives the
defense an opportunity to make a mistake, but as a player, I
prefer the space of the “Go” entry. However, the “Go” entry
only works if the PG is willing to take on players, as the
motion does not start until he gets inside the three-point line.
Frivolous dribbling makes the team easier to defend. The “Go”
entry depends on players who can make a quick move and beat
defenders with a straight line drive.
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Phoenix Entry
The “Phoenix” entry is the only entry which initiates Figure 5
with a pass. Rather than take on his man, the point guard passes
to the trailer and makes a shallow cut to replace the trailer
(Figure 6). The trailer uses the open side of the court and
attacks right off the PG as he clears space to cause confusion
between the defenders.
Specials
The specials get P3 and P5 involved. If the basic
entries work well, 90% of the offense occurs on the right side
of the floor (as the diagrams illustrate), leaving P3 to space the
floor. Eventually, through the motion and the different options,
P3 does get the ball. However, to ensure he gets an early touch,
the first special is designed to get him the ball. “3” is also
effective if the trailer is not a good ball handler, which would Figure 6
exclude the “Memphis” and “Phoenix” entries.
3-Entry
P4 sets a down screen for P3 to replace him. P1 can
initiate the offense by penetrating toward P3 (Figure 7) or he
can use a dribble hand-off with P2 to create better timing and
a little dummy-motion before getting P3 the ball (Figure 8). If
P3’s defender trails P3 around the screens, he attacks tight to
P1 and curls right into his drive to the basket. If P3’s defender
goes underneath P4’s screen, P1 passes to P3 and sets a
second screen giving P3 an open shot at the top of the key.
Figure 9 Figure 8
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Mixing the entries adds motion to the offense. The offense’s biggest flaw is a dribble-happy point
guard running the “Go” entry every time down court without attacking his defender. Whenever the point
guard gets too ball dominant, use a different entry to involve everyone and keep the ball moving.
Once players learn the basic progressions and develop the technical skills, the added motion
makes the team more difficult to defend as the defense never sets. As players move, maintain the basic
principles. Keep driving lanes open and maintain spacing, but incorporate more screens, hand-offs and ball
reversals. As perimeter players cut, stay behind the three-point line or cut on a straight-line to the basket.
Do not ignore open shots or open players, but keep the ball moving without stopping to clear out and go
1v5. As the ball moves and defenders must cover corner to corner, they are more prone to make a mistake
which leads to a wide open backdoor cut or an open three-pointer.
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Figure 13 Figure 14
Other Entries
The basic motion remains the same in the different entries as players look to penetrate the middle
of the court, improve passing lanes, cut hard to the basket and spot-up for open three-pointers. The obvious
difference is the manner of entering into the basic motion.
Depending on personnel, a coach can change the rules to utilize his advantages. For instance,
when P2 penetrates and kicks to P3, a team with a good big man can look to P5 sealing in the lane. Because
the initial action starts away from P5, his defender steps to help defense. On the reversal and quick post
entry, P5 seals with deep position. If P5 is a team’s best player, the team can run the beginning of the
motion as “dummy-motion” to get the defense moving and reverse the ball and exploit its advantage on the
block. Similarly, if P4 is a good post player, he can cut backdoor anytime P2 dribbles to the middle of the
floor and post on the left block on a pass to P3. The basic motion is a four-out weave-like action, but a
coach can tweak the rules to exploit his advantages.
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The “Euro”
In the “Euro,” the ball handler dribbles at a Figure 1
defensive player to screen the defender after he passes
(Figure 1). The move is especially effective in transition
when the defense has not matched up and there is no help.
The defender stops the ball, which leaves the second
offensive player wide open behind the ball handler. The ball
handler jump stops at the defender, reverse pivots and passes
to his teammate. As he passes, he slides in the direction of
the defender’s closeout to give his teammate an extra second.
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Middle Penetration
When the wing penetrates to the middle, the reads
differ slightly, as this player has more options. On this
penetration, the post and the trailer must read the penetration
and their defenders to create space for the penetration and to
create passing lanes. As the wing (P2) receives the pass, the Figure 20
first decision is to shoot or attack. If he catches in the deep
corner, he shoots, as the defender’s closeout is long, unless the
passer made the wrong decision. If P2 loops, he decides
whether to shoot or attack. Once he decides to attack, he reads
his defender’s closeout angle. On the loop, the closeout is
more than likely to be from below the ball which leads to
middle penetration (Figure 20).
As P2 penetrates to the middle, his first read is P4’s
defender. As he penetrates, his initial options are to get to the
basket, to use a “Euro” with P4 or to dribble-at P4 for a hand-
off or backdoor pass. As P2 dribbles middle, P5 circles to the
right block to open the lane for the backdoor cut or for P2 to
penetrate to the basket for the crossover lay-up (Figure 21). Figure 21
If P4’s defender does not help on the drive, P2 turns
the corner to the basket. If P4’s defender helps in the middle
of the key, P2 uses the “Euro” to pass to P4, who is wide open
for the shot or drive (Figure 22). Over-penetration kills a
dribble penetration-based offense. First, it signals selfishness
and second it helps the defense, as it can help more and more
because the offense does not punish the help defenders.
As P2 turns the corner, his read is important. If he
penetrates below the free throw line, his first option is to get
to the rim. If D4 is in help position at ball level, P2 uses the
“Euro” to kick to P4. If P2’s penetration is above the free
throw line, his first option is the ‘Euro,” unless D4 glues
himself to P4. If D4 is in position to help on the penetration,
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do not force the issue: find the open player. 1v1 beat your
defensive player; however, once the ball handler draws help, Figure 22
he gets a teammate open. Find the open player and punish the
help defense. Trying to split between two defenders works to
the defense’s advantage. Use the “Euro” and get the open man
the ball.
The dribble-at option only occurs if D2 recovers and
levels off P2’s drive. If P1 reads the play correctly, P2 should
have an advantage and should not need the dribble-at option.
However, if P4 is a good post player, the option can be used to
cut P4 to the block for a quick post-up opportunity.
If P2 dribbles at P4 and D4 denies the hand-off, P4
cuts backdoor. If P2 can make the bounce pass off the dribble,
P4 is open for a lay-up or a quick touch pass to P5 for a lay-up Figure 23
(Figure 23). If D4 plays a step off P4, P2 dribbles at D4 for
the hand-off with P4 (Figure 24). P2 jump stops and sets the
screen on D4 and P4 turns the corner to the basket. If P4 gets
the hand-off and attacks toward the basket, P5 circles back to
the left block.
If P2 turns the corner and D4 is not there to stop the
ball, P2 attacks the rim. Once he gets inside the lane, he reads
any help defenders protecting the basket. When P5 circles to
the right block, D5 might stay in the middle of the key. If so,
P2 draws D5 and uses a hook pass to pass to P5 for a lay-up.
The other potential help defender is D3. If D3 is in the key,
the pass to P3 in the corner is wide open (Figure 25).
Figure 25 Figure 24
The Post
The perimeter players follow similar rules and concepts, but the post is an entirely different
position. Depending on personnel, the coach can institute rigid rules or give the post more freedom. To
start, the post’s objective is to space the court and give the ball handler a lane to the basket. The post keeps
his chest to the ball throughout the play so he is ready to catch and finish. For post players without much
ability, this makes their job easy, as they catch close to the basket and can score without making a move.
However, for more skilled posts, some freedom keeps the defense off-balance. Off the different
entries, like Duke, the post can seal and look for the high-low feed. If a team mixes dribble penetration with
a trailer who can make the three-pointer or deliver the high-low pass, Duke is very difficult to stop.
When players penetrate, the post must read their shoulders. Is the ball handler turning the corner to
the rim, or is he passing to the wing? As P2 penetrates middle, is he turning the corner for a lay-up on the
left side or is he going to hand-off to P4 for penetration to the right? If the post poorly reads his teammates,
he will run from block to block to get out of their way. However, if he successfully reads his teammates, he
opens a lane for penetration, which ultimately leaves him open if his defender stops the ball. The key is the
anticipation and the shoulders so he can be in position to catch and finish when his defender helps.
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1. Beat the defender 1v1; force two players to stop the ball or get to the rim.
2. If help defender is in a hard deny on the wing, or if the defender turns his back to the man he is
guarding, automatic backdoor cut.
3. Guards and wings receive all passes outside the three-point line or on a cut to the rim.
4. Wing holds in the corner until the help defender commits to the ball. The wing moves to a better
passing angle, taking the help defender’s hands out of the passing lane and creating a longer slide
for the help defender. By sliding up the court, beyond the three-point line, the help defender has a
poor closeout angle to take away middle penetration.
5. After a pass, the ball handler fills one of the corners. If the wing receives the pass in the corner,
ball handler sprints to the opposite corner; if he receives the pass up the wing, ball handler shallow
cuts to the ball side corner.
Figure 4
Use the following drill to train these concepts:
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Brian McCormick
for a lay-up, one point for a defensive foul and one point for a made three-pointer. If offense scores, it stays
on offense; defense must get a stop to play offense; new team enters on defense.
In the next progression, implement the third offensive player and introduce the dribble hand-
off/back door cut option as well as the “Euro.” The “Euro” is almost like setting a moving pick for the pass
receiver; if the help defender is off the offensive player, the ball handler dribbles straight at the help
defender, turns his back and tosses a short pass to his teammate; with his back turned, the passer moves in
the direction of the defender’s movement, subtly bumping the defender and giving his teammate more
room to shoot or drive. The progression continues to train ball handling and passing off the dribble.
Next, play 3v3. The initial offensive rules apply with the
following additional rules regarding the trailer:
1. If the wing beats his man inside the key, the trailer
rotates behind the drive. If the wing has a lane, he
takes it. If the trailer’s defender steps into help
Figure 7
position, the wing uses the “Euro” to feed the trailer.
2. If the wing dribbles at the trailer – that is, the wing’s
defender has good position and the wing is driving
sideline to sideline – the trailer reads his defender. If
the trailer’s defender is in the passing lane (denial
position), the trailer cuts backdoor. If he does not
receive the pass, he cuts to the opposite corner.
3. If the wing dribbles at the trailer and the trailer’s
defender is off a step or so, the trailer cuts behind the
wing for the hand-off. If the trailer does not get the
hand-off, he cuts to the corner.
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Next, add the fourth player, the weak side wing. The weak side wing starts in the corner and
moves to stay in the ball handler’s vision and create passing lanes. Usually, he either cuts too much – he
gets anxious and runs wild looking for the ball – or he stands in the same spot, regardless of the ball’s
proximity. In simplest terms, the wing starts as a spacer; however, he must be alert and read the defense.
When his man helps, he needs to present a passing lane by staying in the corner if the ball is on the baseline
or by shuffling up the lane; he cannot hide behind a defender or get lost behind his teammate in the post.
The same general rules apply for the weak side wing as with the strong side guard and the trailer: if he is
denied, and there is an open lane, he cuts back door; if his man helps on the ball, he spots-up behind the
three-point line.
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Duke Progressions
The Duke Progressions are the original progressions I
used when I first implemented Blitz. The “Duke X-Lay-ups”
served as our pre-game lay-up drill, while “Duke 2v0” drills
evolved from this basic drill. Figure 15
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5-Wide isolates P5 just off the block for a 1v1 move. P5 sets a
screen for P2 (Figure 1). If P2 is open, P1 passes to him. If not,
the Flex screen enables P5 to get open in good position for the
entry pass. After P1 enters the ball, he runs through to the
opposite block (Figure 2). If P1’s man doubles immediately, P1
is open under the basket for a lay-up. If he does not double, P1
waits for P5 to start his move or square to the basket and sets a
back screen for P4 to put P4 in good rebounding position or
make him available for a pass on the dive to the rim (Figure 3).
P1 spots up to give P5 three outlets around the three-point line.
Figure 2 Figure 3
“1 Up”
1-up is a flare screen for the point guard out of the “Go” entry. Figure 4
Use it to get the point guard a catch-and-shoot shot. P1 dribbles
inside the three-point line: the point guard must attack to create
the angle for the screen. P2 shuffles up the three-point line to
receive the pass (Figure 4). On the pass, P4 sets the screen for
P1and P1 sprints off the screen (Figure 5). If P1 is not open, P4
may be open slipping to the basket (Figure 6). If P1 receives
the pass but does not have an open shot, empty the left side for
the “Go” offense (Figure 7).
Figure 5
Figure 6
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“1 Down”
1-Down starts in the “Go” entry; however, in 1-Down, the Figure 7
depth of penetration is not as critical (Figure 8). Once P2
receives the pass, he penetrates to the elbow. P5 floats up the
lane asking for the ball. P1 jogs to the corner; P1 must get to
the three-point line to create space for the backdoor cut. At the
elbow, P2 executes a stride stop. On the stop, P1 cuts
backdoor. P2 pivots and delivers the pass to P1 for the lay-up
(Figure 9).
Figure 8 Figure 9
“Tiger”
Tiger is a backdoor lob play for P4. P1 initiates the play with the “Memphis” entry. P4 shallow cuts below
the dribble and pops out calling for the ball. P2 walks his defender into the lane (Figure 10). P3 receives the
pass outside the three-point line, creating space away from his defender. As P3 dribbles across the court, P2
sets the back pick for P4 who cuts to the rim (Figure 11).
Figure 10 Figure 11
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“Blue”
Blue starts from the “Duke” entry. P1 uses P4’s high on-ball screen, while P3 sprints up the three-point line
to receive the hand-off from P1 (Figure 12). P4 sets the screen and follows P1 to set a second on-ball screen
for P3. P5 clears the lane to the basket (Figure 13).
Figure 12 Figure 13
“Wave”
Wave starts from the Duke or Memphis entry. The PG switches sides of the court and passes back to P4,
either off the shallow cut in “Memphis” (Figure 14) or the pick and pop in “Duke” (Figure 15). After P4
receives the pass, he initiates a dribble-at with P2 (Figure 16). P2 reads his defender and cuts backdoor
(Figure 17) or loops behind the dribble for a hand-off (Figure 18). If P4 hands-off to P2, he rolls to the
basket (Figure 19).
Figure 14 Figure 15
Figure 16 Figure 17
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Figure 18 Figure 19
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BLITZING RULES:
1. No Lay-ups. Do not get beat over the top.
2. Trap on the pass to the sideline.
3. Never trap in the middle third of the court: Contain and pressure dribbler into a pass to the
sideline.
4. The player applying the trap versus a dribbler needs to “Trap the Back Pocket” of the dribbler.
5. Help defense: “On the line, up the line.”
6. Play the angles: Run to where they are going, not where they are presently.
7. Always guard two men; be ready to rotate as soon as the trap presents itself, or a teammate runs to
trap. Once one man runs to trap, the three off the ball defenders must guard four offensive players,
so each player guards two players and anticipate rotating positions.
Initially, defenders match up man-to-man. The player defending the inbound passer (D4) can
choose to start in one of four positions:
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(1) In Figure 1, D4
pressures the passer, Figure 1 Figure 2
taking away his vision to
make the inbounds pass
difficult.
(2), In Figure 2, he
doubles the point guard
to force the ball to a
weaker ball handler.
After the
inbounds pass, the press
follows the Blitzing rules.
Figure 3 Figure 4
However, the four different
looks confuse opponents,
especially those who run
multiple press breaks.
Once the ball is in
play, basic defensive rules
apply:
• Defenders one pass
away deny their
man the ball.
• Defenders two
passes away play in
help position, on
the line, up the line.
• If the pass goes to
the sideline, trap.
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In an aggressive
trap, D4 sprints to trap Figure 5 Figure 6
the ball handler on the
pass reception. The other
defenders rotate and
eliminate the pass back
to the inbounds passer or
to the middle. The
offensive player furthest
from the ball (O5) is left
open (Figure 5). D2 and
D5 defend three players:
O4, O2 and O5. When
D2 rotates to O4 to steal
the pass, D5 rotates to
eliminate a pass to the
middle. If O1 makes the
long pass down court,
D3 protects the basket.
However, if D1 and D4
apply ball pressure, the
pass to O5 should not be
an issue. A skip pass to
O2 is difficult and the
defense has time to recover to prevent a lay-up. D1 and D4 cannot allow the ball handler to beat the trap
with the dribble and D3 cannot allow a quick pass up the sideline.
In a passive trap, D4 closes the gap on the ball handler, but plays the passing lane, inviting the ball
handler to dribble through the trap. The other defensive players remain in denial if they are one pass away
and in help defense if they are two passes away (Figure 6). D4 dares O1 to split the trap with the dribble,
while playing the passing lane. As soon as O1 dribbles, D4 jumps the dribbler and D2 rotates to O4 for the
steal. If O1 dribbles to the sideline, D4 follows and traps O1’s back pocket, while D2 takes away the
reversal pass and D5 denies any pass to the middle.
If the offense flashes cutters, the weak side defenders communicate and deny penetrating passes
while trying to steal a pass back to O4. Depending on the press break, O4, O2 or O5 could flash to the
middle. If O4 flashes, O2 rotates behind the ball for the reversal; if O2 or O5 flash, the other stays on the
weak side as the outlet; this player is left open by most presses. D2 and D5 defend the three players, zoning
the weak side so three players can defend two offensive players on the strong side.
If O4 cuts, D2 denies the cut initially (Figure 7). As O2 cuts behind the ball, D5 rotates to O4 and
D2 rotates to O2. D5 and D2 must communicate, as a pass to O4 after D2 rotates to O2 creates a 3v2 fast
break for the offense with O4, O3 and O5 attacking D5 and D3. It is better to err on the conservative side
and force the ball back to O2 than to rotate too quickly and give the offense a numbers advantage. The ball
pressure impacts D2’s rotation. If D1 and D4 apply good ball pressure, it is easier for D2 and D5 to read the
passer and anticipate the next pass. If O1 turns his back to the court, D2 can overplay the pass back to O2,
as O1 cannot see any other teammates. By committing two players to the ball, one player is left
undefended; in a sense, the two players on the ball are responsible for eliminating a pass to this player by
applying ball pressure which eliminates at least one option.
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Brian McCormick
basket, creating a 2v1 fast break with O3 against D3 (Figure 13). Once the defense rotates and leaves O2
open, they cannot allow the quick ball reversal.
If O2 flashes to the middle, the press stays the same, but this flash causes some difficulty. D2 and
D5 must be aware and ready to adjust. If O2 flashes immediately, D2 holds his position; he must defend O2
and O4 and read the passer’s eyes to steal the pass. O5 plays the middle to take away the lead pass to O2
(Figure 14). On a reversal, D2 slows the dribble and allows D4 to recover (Figure 15); again, do not trap
the middle of the court. If O4 gets to the sideline before D4 recovers, D2 stops the ball and D4 traps while
D1 and D3 zone the weak side.
If O2 delays his cut,
D2 rotates to O4. In this case,
D5 rotates toward O2; he
does not fully deny the pass,
but he is close enough that he
can move on the ball’s flight
to deflect the pass (Figure
16). Of course, this leaves O5
wide open if O1 is able to
throw the home run ball.
The press is an
attacking press, trying to turn
over the opposition.
However, it is not a 100%
gambling press. Players learn
to take calculated risks,
usually relying on instincts
and experience, based on the
offense’s cues. If the passer
turns his back on the court,
because of the pressure, it is
easy to overplay the next Figure 14 Figure 15
pass. However, if the passer
appears unbothered by the trap, the other defenders must be more cautious so they do not give up a lay-up.
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Figure 16
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Brian McCormick
• Aggressiveness
• Full court on-ball defense
• Quick decision-making
• Ability to adjust and adapt to teammates
• Basic positioning: on-ball, deny or help
2v2 Rugby Rules, 3v3 Hockey Rules and the scrimmages from 3v4 to 5v5 teach these skills; build
confidence in trapping and recovering; and train sprinting to protect the basket when the opponent breaks
the press. Recovering is as important as the press, as preventing lay-ups builds success. These games teach
skills through each game’s emphasis. Rather than teach detailed concepts to young players, we build good
habits through the games and correct individual or team mistakes when necessary.
As players progress, they require more detailed instruction. Specifically, two areas are individual
lateral movement and team transition defense. Initially, players learn the basics of transition defense
because the drills create numerous 2v1 and 3v2 situations. However, as players understand the game and
reach a certain level, they need additional teaching.
Some players naturally develop good lateral movement. However, even at the college level,
players use slow movements. Many coaches teach slow footwork. Instruction starts in slow motion and the
movements make sense at half speed. However, at full speed, the movement’s success does not transfer.
While we keep players playing and do not spend much time talking, defensive footwork requires
some breakdown work and drills. However, we do not do these drills at every practice. Depending on the
level and the number of practices per week, I use this progression at most once per week.
Next, teach the crossover step. Some coaches teach defensive players never to cross their feet.
However, the best defensive players often cross their feet to match the speed of an offensive player. A
crossover step is like half-carioca: when moving to the left, the right foot steps in front of the left foot and
then the left steps out. The right foot never goes behind the left foot. This movement enables the defensive
player to cover more ground per step than a shuffle, while keeping his hips toward the offensive player.
When an offensive player gains a step on a defender, use a crossover step for 1-2 steps; if you cannot catch
up in 1-2 steps, sprint to recover. In the half court, use the crossover step to maintain good defensive
position against an offensive player. Progress through the “Mass Individual Defense Drill” and incorporate
the crossover step.
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Players must learn to change directions in the frontal and transverse planes. Rarely does a
defensive player move only side-to-side (frontal); he must move backwards on a diagonal (transverse). To
move on a diagonal, teach the hip turn. Many coaches teach a plant and pivot. This is a slow movement,
which creates a poor push-off angle and acceleration.
The hip turn is quicker and creates a plyometric-like effect, which uses the elastic energy stored in
the eccentric contraction to generate a greater force enabling the athlete to overcome inertia more quickly.
The hip turn positions the foot outside the body to eliminate the upper body swaying and create a
good push-off angle. The push is a quicker, more explosive motion than a drop step. A drop step creates
deviation between the knee and hip. If the foot gets stuck, the knee twists easily. In a drop step, since the
foot points forward, the ankle is plantar-flexed, leaving a short range of motion to push-off. With the hip
turn, the foot is dorsi-flexed, meaning the athlete has a full range of motion to push-off.
The hip turn is simple: it is a small hop and quarter turn that positions the player’s hips at the right
angle to defend. Rather than square to the offensive player, the hip turn creates the angle which allows the
defender to use the defensive slide as the offensive player moves forward. When an offensive player
changes directions, the defender uses the hip turn to turn his body to the proper angle to maintain his
defensive position.
The hip turn drill is common in football: the player starts in pitter-patter or foot-fire and does a
quick hip turn to one side and then faces forward and continues foot-fire. After players understand the basic
technique, incorporate the foot-fire to hip turn with the above “single push” and “three push” drills. To
teach the hip turn, use the following progression:
In addition to individual defensive footwork, I emphasize transition defense. A pressing team must
know how to recover and match up when the offense breaks the press. Stopping teams in transition and
forcing them into a half court offense is possibly the biggest precursor to defensive success, especially at
the youth levels. If teams cannot shoot lay-ups or wide open shots, they often struggle to score. I use two
drills – beyond the four core drills – to practice transition defense.
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received the ball) must touch the baseline and retreat. All other defensive players sprint to stop the fast
break. Play a certain number of possessions and count baskets.
When the offense has numbers, nobody can lock into one offensive player. If one player is back,
protect the basket; if two players are back, one protects the basket and the other stops the ball. When at a
disadvantage, slow the offense’s attack to allow help to arrive.
If the offense attacks 2v1, bluff at the ball, faking a commitment to the ball and retreat into the
passing lane. Most offensive players attack to pass in a 2v1 situation. If the lone defender can force the pass
and contest the shot, a second defender should eliminate a second pass or offensive rebound. The more
indecision the defensive player causes the better.
When more than one player is back, the first defender protects the basket while the second levels
off the dribble. Shrink the court. Pressure the ball, turn the dribbler toward the sideline and contain the
dribble. If the ball handler passes ahead on the same side of the floor, the on-ball defender slides to the first
pass and the other defender continues to protect the basket. Players retreat and find the most dangerous
player, starting in the middle and working outward until all five defensive players are back.
Players who aggressively defend the ball and contain a dribbler for the length of the court are few
and far between. Because of basketball’s fluidity, the ability to adjust and adapt is essential to a team’s
success. Coaches crave these attributes. Players and teams who excel in these areas are tough to play
against. While teams have a game plan, each play is different. A basketball game does not follow a script.
The ability to anticipate a teammate’s move and react with the proper decision makes team defense tough.
This system relies on successful execution of these habits, and, consequently, builds these habits in players.
I do not use a lot of drill work or defensive instruction. Most instruction occurs through the
scrimmage, acknowledging mistakes and illustrating a better decision in similar situations. This is one of
the toughest aspects of coaching: stopping the action versus allowing players to play and learn from their
mistakes. There is no perfect answer. Some coaches stop the action on every mistake. Some wait for a
natural break and review a couple scenarios. Use the actual scenario as a teaching point. I play through one
mistake. I stop the action when the same mistake occurs again. I use the fresh example as the demonstration
and walk through the play to illustrate what happened, and how to fix the problem. Stopping the action on
every mistake hurts the players’ confidence, as they feel they cannot do anything right. Practice loses its
rhythm, as the coach talks too much and players play too little. With younger players, err toward playing
through mistakes, while older players need a greater attention to detail and precision.
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Empowerment in Practice
Initially, players may not know how to respond to an empowerment coaching style. When players
first work with me, I have to assure them that I am not asking trick questions; most of the time, there is no
right or wrong answer, as I ask questions to gauge what the player sees, thinks or feels. Players are
unaccustomed to a coach asking their opinion and must be reassured that they did nothing wrong;
questioning is not a method of picking on a player, though he or she may feel that way. Therefore, it is
advisable to inform players of your coaching style and the reasons for the questions.
“One of the biggest jobs in coaching is educating athletes – preparing them physically,
psychologically and socially,” (Kidman and Hanrahan, 31). As with my college education, educating
involves more than filling the player with strategy; instead, the more effective player thinks for himself or
herself. Coaching is, in some ways, like preparing a student for the SAT’s. An individual cannot possibly
memorize every single vocabulary word that might appear on the test; instead, an instructor gives the test-
taker tools to use during the test to figure out the answer, even if he has never seen or heard the word. On
the basketball court, a coach cannot cover every single situation which might arise during a game. Instead,
coaches take two approaches; first, the autocractic coach attempts to control the game through his use of set
plays, timeouts, constant chatter, etc; he takes the decision-making out of his players’ hands as much as
possible. Players depend on the coach and cannot adjust to new situations. The alternative is to teach
players to play the game and give players the opportunity to figure out things on the court; these coaches
teach players concepts, rather than attempting to cover every single possible situation. With the solid
foundation in these basic concepts, players can adapt and adjust to the situation.
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In order to develop these concepts, players need to understand the game. A Chinese Proverb says:
“I hear and I forget, I see and I remember, I do and I understand.” A coach cannot just show and tell players
what to do; players need to do; they need to be involved in the learning process in order to understand and
reach a higher level of learning. “Athletes can learn more if they are given the opportunity to work out what
to do and how to do it for themselves,” (Kidman and Hanrahan, 110).
An empowerment style forces players to think. Rather than supplying the answers, coaches
question athletes in order to build understanding. For instance, if a player commits a turnover, I often hear
coaches yell, “Don’t do that!” or “That was a bad pass!” These comments criticize the player, but do not
teach the player anything. Using an empowerment approach, the coach asks, “What did you see?” or
“Where should you have passed the ball?” These questions help the player and coach discover the problem
and find a solution. Maybe the player answers that he should have thrown a bounce pass rather than an air
pass. Then, the coach might ask why. The player may struggle for the answer; he realizes he needed to
throw a bounce pass because the air pass led to a turnover. However, if he does not know why, he is likely
to make a similar mistake again. The empowerment coach guides him to the answer. “Where was the
defender’s hand?” or “If the defender is retreating, where should you throw the pass?” might make logical
follow-up questions. This approach takes time, both to develop as a coaching style and to implement, but
the players gain a much better understanding through this approach. “Solving problems through coach
questioning enables athletes to explore, discover, create and generally experiment with a variety of moving
and tactical processes,” (Kidman and Hanrahan, 110).
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When the coach is relaxed and trusts the players, they are motivated to succeed. When coaches are
yelling and screaming, they are motivated by fear. The difference is a team performing at its potential and
one that does not. An empowerment style increases the fun and learning. When players are involved in the
learning process, they are more motivated and, thus, do better. It often takes more effort to guide an athlete
to the answer, rather than simply telling him, but a coach’s job is to help his players and team achieve their
potential and perform optimally. And, an empowerment style is an effective means to increase players’
basketball IQ, motivation, learning and development.
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Under-10’s (Youth)
When I coached u-10 teams, we typically had one court with two baskets and practiced for 90 minutes.
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00:15 – 00:30 2v0 Progression from the Duke Entry (Duke X-Lay-ups, Duke 2v0 Corner, 2v0 Pick and
Pop, and 3v0 Duke High-Low). Use 2 baskets. Each basket makes 20 shots per drill.
00:30 – 00:40 1v1 Foster Drill
00:40 – 00:50 Army Drill
00:50 – 00:65 Shooting Progression – 15-Straight, 25-Partner Shooting Drill, and Five-Spot Shooting Drill
00:65 – 00:75 3v3 Hockey Rules
00:75 – 00:90 1v1 with a closeout
00:90 –00:110 5v5 Half Court Scrimmage
00:110 – 00:120 5v5 Full Court Scrimmage
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Appendix
Duke Double
Visby Arizona
Wildcat Pro
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References
• Bradley, Jeff. “Perfect Pitch” ESPN Magazine; 6-19-2006.
• Kidman, L. & Hanrahan, S. (2004). The Coaching Process: A practical guide to improving your
effectiveness. (2nd ed.) Palmerston North, New Zealand: Dunmore Press.
• Kidman, Lynn. (2001). Developing Decision Makers: An empowerment approach to coaching.
New Zealand: Innovative Print Communications.
• Kopp, Sheldon. (1976). If You Meet the Buddha on the Road, Kill Him! The Pilgrimage of
Psychotherapy Patients. Bantam Press.
• Launder, Alan. (2001). Play Practice. Champaign, IL: Human Kinetics.
• McCormick, Brian. (2006). Cross Over: The New Model for Youth Basketball Development.
Sacramento: Lulu Press.
• McCormick, Brian (2008). Hard2Guard: Skill Development for Perimeter Players. San Diego:
Lulu Press.
• Oliver, Dean. (2003). Basketball on Paper. Virginia: Potomac Books, Inc.
• Seidler, Steve. (1998). A System of Game Execution, Observations of Ralph Miller's Pressure
Basketball. Phoenix, AZ: Pressure Basketball, Inc.
• Thamel, Pete. “The Evolution of a Broken Play.” NY Times; 11-30-2007.
• Waitley, Denis. (1979). The Psychology of Winning. New York: The Berkeley Publishing Group.
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He coached professionally in Sweden, where he coached in the All-Star Game, and Ireland. He has directed
camps in China, Macedonia, Greece and South Africa, and coached at the college, high school, CYO and
AAU levels.
McCormick received his B.A. in American Literature and Culture from UCLA, where he directed the
UCLA Special Olympics program and rowed for the UCLA Crew team, and a Master’s in Sports Science
from the United States Sports Academy.
McCormick is certified through the National Strength and Conditioning Association (NSCA), National
Academy of Sports Medicine (NASM), USA Weightlifting and USA Track and Field.
McCormick’s articles have appeared in magazines in England, South Africa, Canada, Italy, France and the
United States. He writes a column for Women’s Basketball, Los Angeles Sports & Fitness and
411hoops.com and manages his web site: www.thecrossovermovement.com. His DVD, Great Ball
Handling Made Easy, is available at www.greatballhandlingmadeeasy.com. He publishes a free weekly
newsletter, Hard2Guard Player Development Newsletter: To subscribe, email [email protected]
and put “Subscribe” in the Subject.
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