# Designing a Practice · Basketball Level 8: Expert

Basketball · Level 8: Expert · Insporta Book (https://book.insporta.app/basketball/level-8/designing-a-practice/)

Designing a Practice in Basketball (Level 8: Expert) on Insporta: 100 sourced facts behind 10 tests. Covers: practice objectives; the practice plan; and more.

Practice objectives, the practice plan, drill progressions, whole-part-whole, blocked and random practice, organising the gym, competition in drills, shooting practice, demonstrating a skill and reviewing a practice.

## Test 1: Practice objectives

- Drills are chosen to serve the aim. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Games reveal what needs work. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Focus brings more progress. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- A good objective is specific and can be checked. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- A shared aim focuses effort. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Small steps add up over a season. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- The objective answers the problem shown in games. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- From the problem to the plan. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- A good objective names the skill and the situation. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- It names a skill and a situation. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)

## Test 2: The practice plan

- Timed blocks keep practice on track. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Learning works best before fatigue. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Competition checks whether the skill holds up. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Short breaks keep players fresh and focused. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- A logical flow moves from learning to using. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- A plan is a guide, not a cage. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Players learn by doing. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Warm up, teach, apply, review. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- More court and more players raise the demand. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Thirty-five of the ninety minutes go on games. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)

## Test 3: Drill progressions

- Each step adds a little difficulty. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Technique first, pressure later. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- A light defender adds reading without much pressure. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Accuracy first, then speed. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- The final step tests the skill in game conditions. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Stepping back rebuilds success. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- A middle step bridges the gap. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- From no pressure to game pressure. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Still, moving, cone, live. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- The attacker alone, with no defender, comes first. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)

## Test 4: Whole-part-whole

- Players see the skill in the game before and after. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- The game shows why the part matters. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- The final game tests whether learning stuck. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Complex movements can be broken down. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Parts need joining up in context. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- One screen or cut is practised alone. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- The middle part fixes the problem the game showed. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Whole, part, whole. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Whole, parts, joined, live. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- The game frames the drill. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)

## Test 5: Blocked and random practice

- The same skill is repeated without change. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Skills change from one try to the next. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Performance in practice rises, but learning may not. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Choosing each time is closer to games. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Beginners need repetition to get the basics. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Changing spots builds adaptable shooting. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Variation and choice prepare for games. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Less repetition, more variation. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- From repetition to variety to games. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- The spot changes after every shot. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)

## Test 6: Organising the gym

- More baskets means less waiting. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Groups rotate between stations. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Quick changes keep practice flowing. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- A known name means no long explanation. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Chasing balls wastes time. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- More active time means more learning. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Long talks mean less doing. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Set up, split, run, rotate. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Smaller groups mean less waiting. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Six baskets in use cut the waiting to almost nothing. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)

## Test 7: Competition in drills

- Keeping score copies game pressure. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Small stakes make the drill matter. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Light stakes keep competition fun. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Close contests keep everyone trying. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Scoring earns another try. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Points steer players to the target behaviour. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Competition brings energy back. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Teams, target, play, reward. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Adding a score and an opponent raises competition. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- A score and a target create a contest. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)

## Test 8: Shooting practice

- Games are played fast. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Records turn feeling into facts. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Catch-and-shoot is the most common game shot. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- A centre and a wing need different shots. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- A hand in the face copies games. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Shooting tired copies late-game conditions. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Practise the shots the role brings. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Adding a pass and a defender makes it game-like. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Close and slow to far and fast, then free throws. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Nine of ten were made from B. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)

## Test 9: Demonstrating a skill

- Brief demos keep attention. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Cues like 'elbow in' are easy to recall. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- The detail must be visible. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Peer models are easy to relate to. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Speed shows the real timing. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- A quick question or try reveals gaps. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- The cue names the fix. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Show, break down, try, correct. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Cues are fastest; clips take longest. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Short, real speed and one cue. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)

## Test 10: Reviewing a practice

- Reflection improves planning. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- The objective is the yardstick. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Games show what transferred. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Film shows details missed live. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Player views add to the coach's own. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Drills must earn their place. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Less waiting, more doing. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Aim, notes, views, action. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- Film takes longest but shows most. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)
- The aim was not met yet, so it stays. (Source: FIBA/WABC Coaches Manual Level 3, planning a practice)

Sources: FIBA/WABC Coaches Manual Level 3, FIBA Mini-Basketball and general coaching references; original questions authored, nothing reproduced. Numbered FIBA rules belong to the Rules category.

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